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.

Keywords: educational culture; professional development; educational innovation; teacher competence; self-realization

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