ABSTRACT
For sociology teachers, engaging novices with the sociological imagination is probably one of the most significant goals of teaching. As one of the social science disciplines, sociology aims to explain human behaviors by applying scientific methods. Due to the wide applicability of the sociological imagination, the discipline of sociology appears to be fragmented into many subfields. This chapter examines the pedagogy typically used in undergraduate sociology teaching, and critically reflects upon similarities and differences between disciplinary expectations and learning outcomes. It aims to illuminate key issues relevant to the signature pedagogy of sociology. Students are typically first exposed to sociology through an introductory course, where development of the sociological perspective or the sociological imagination is emphasized as one of the main goals. Formulating a signature pedagogy that will help students achieve a deeper understanding of the discipline will significantly contribute to the positive change in the teaching and learning of sociology.
