Special Issue "Training Models and Practices in Sociology"

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: 15 June 2018

Special Issue Editors

Guest Editor
Assist. Prof. Sandro Serpa

Department of Sociology, University of Azores, and Interdisciplinary Centre of Social Sciences – CICS.UAc/CICS.NOVA, Portugal
Website | E-Mail
Interests: teaching sociology; sociology of education; sociology of organisations
Guest Editor
Prof. Carlos Miguel Ferreira

Polytechnic Institute of Castelo Branco, and Interdisciplinary Centre of Social Sciences – CICS.NOVA, Portugal
Website | E-Mail
Interests: sociology of science; sociology of health; teaching sociology

Special Issue Information

Dear Colleagues,

The purpose of this Special Issue of the journal is to reflect on Sociology training processes, and their impact focuses on how to teach Sociology (either as introduction or general, or in its specialties).

Sociology is recognised, to a greater or lesser extent, as a scientific discipline that envisages specifically the social reality producing plural theoretical topics, formulating research problems within the context of these topics and building sets of principles, theories, methodical strategies and key results that function as models or guidance for research. In the models and practices of training in sociology, several elements are relevant and can be analysed, particularly the structure of study programmes and curricular units, the syllabuses of the curricular units, the teachers’ qualifications and competences, and the teaching/learning activities developed.

This Special Issue of Societies aims to invite the submission of original manuscripts (whether in the form of original research, systematic reviews, theoretical papers or even grounded personal comments) whatever the methodology used, so that this teaching is successful, in what it is a permanent challenge. To this end, the topics to be addressed, while not being limited to them, may focus, among other topics, on Sociology teaching practices at different educational levels, the specific contribution of the learning of Sociology for a sounder support in training in Sociology, and also in other scientific areas, and the legitimacy and prestige/representations of Sociology (or their lack thereof) in academia.

Dr. Sandro Serpa
Dr. Carlos Miguel Ferreira
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Societies is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 350 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

 

  • teaching sociology
  • sociology in higher education
  • sociology in education
  • sociologist
  • training sociology

Published Papers (2 papers)

View options order results:
result details:
Displaying articles 1-2
Export citation of selected articles as:

Research

Jump to: Other

Open AccessFeature PaperArticle Learning Outcomes in an Introductory Sociology Course: The Role of Learning Approach, Socio-Demographic Characteristics, Group and Teacher Effects
Societies 2018, 8(1), 4; doi:10.3390/soc8010004
Received: 14 December 2017 / Revised: 5 January 2018 / Accepted: 7 January 2018 / Published: 10 January 2018
PDF Full-text (1000 KB) | HTML Full-text | XML Full-text
Abstract
The article discusses a study on learning outcomes in an introductory Sociology course in a higher education setting. A quantitative model similar to education production functions is hypothesized. Independent variables include socio-demographic and psychological ones, as well as others pertaining to the learning
[...] Read more.
The article discusses a study on learning outcomes in an introductory Sociology course in a higher education setting. A quantitative model similar to education production functions is hypothesized. Independent variables include socio-demographic and psychological ones, as well as others pertaining to the learning environment. Learning is measured with the binary categories of “deep” and “surface” outcomes, which are qualitatively different, and are based on the comparison of mind maps drawn by students at the beginning and end of their first semester. Questionnaire data was collected from 264 first-year students of a Social Science Faculty. Significant effects on learning outcome are found for family background, major area of study, and teacher’s gender. Full article
(This article belongs to the Special Issue Training Models and Practices in Sociology)
Figures

Figure 1

Other

Jump to: Research

Open AccessEssay Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion
Societies 2017, 7(4), 30; doi:10.3390/soc7040030
Received: 29 July 2017 / Revised: 22 September 2017 / Accepted: 21 October 2017 / Published: 31 October 2017
PDF Full-text (238 KB) | HTML Full-text | XML Full-text
Abstract
At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies) is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there
[...] Read more.
At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies) is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there is a need to (re)think the problem of teaching Sociology in this context. This article seeks to contribute to this discussion on the teaching of Sociology in higher education, being a grounded reflection that is based on the authors’ teaching experience in the Portuguese context. Sociology has specificities, which we put forward through four framing principles, namely the need to permanently mobilise sociological imagination, be multi-paradigmatic, the need to be receptive to a heuristic interdisciplinarity, and, finally, foster reflexivity at several levels. These principles should, from our standpoint, shape the teaching of Sociology, both delimiting what should be taught and fostering the way to teach while abiding by these principles. As a conclusion, this problem of teaching Sociology needs an in-depth investigation, in the search for a growing pedagogical quality in a context of increasing opportunities to reform the type of teaching provided in higher education, which is a permanent challenge. Full article
(This article belongs to the Special Issue Training Models and Practices in Sociology)
Back to Top