The implementation of the social function of pedagogicaluniversities in the context of fostering the readinessof future teachers to work in the socio-pedagogical field

Abstract

This article analyzes research by contemporary Russian scholars focused on the organization and implementation of moral and values education at pedagogical universities in the context of their social function. The evolution of scholarly conceptualizations of the social function of university education is interpreted as a search for answers to the social questions of the time. The article describes the current social context of pedagogical universities’ activities as social institutions that actively influence the processes of young people’s socialization and the formation of an active civic position among future teachers. It is noted that one of the most significant problems of the theory and practice of university-level pedagogical education lies in identifying the conceptual foundations for implementing the social function within a holistic model of contemporary university education. The article identifies a number of key challenges facing modern higher education, which constitute a broad field for scholarly inquiry. The specificity of this model consists in its practical orientation towards the problems of socialization of the younger generation. The article elucidates the mission of Herzen University in preparing future teachers for professional activity in the socio-pedagogical sphere. It is emphasized that the moral and values educational potential of pedagogical universities is substantial but remains insufficiently explored, which has a negative impact on the aims and content of such educational work. Particular attention is paid to analyzing the problem of teacher training with a view to developing competitive professionals who possess stable social orientations and are capable of defining and implementing their own social trajectory of development.