Abstract:
Relevance. In the landscape of modern education, cultivating methodological culture among social educators is
paramount for navigating the diverse realms of psycho-educational theory and practice, fostering crucial attitudes, and
elevating educational standards.
Purpose. This study aims to diagnose challenges in establishing and embedding methodological culture among teachers,
elucidate diverse conceptual approaches to this multifaceted phenomenon, construct a model of methodological culture
for social teachers, and evaluate future educators’ readiness for methodological activities, encompassing personalized
and sense-making practices.
Methodology. Employing analytical, synthetic, deductive, and comparative methods, this research dissects the
components and facets of methodological culture formation among teachers, delving into educational processes to unearth
developmental patterns and resolve inherent contradictions.
Results. Findings delve into enhancing persuasive skills and self-awareness among social educators, delineate the
contours of professional competence for future teachers, propose a framework for developing methodological knowledge
alongside professional and educational cultures, diagnose levels of methodological culture development, and underscore
key professional qualities requisite for effective social teaching.
Conclusions. This study’s insights hold practical and theoretical significance for students, prospective social educators,
and current teachers alike, offering pathways to acquire essential methodological knowledge, reflective capacities, critical
thinking skills, and creative pedagogical approaches vital for effective engagement within educational communities.
