«SOFT SKILLS» IN THE PRACTICE OF FUTURE HIGHER EDUCATIONAL INSTITUTIONS TEACHERS’ TRAINING
The article is devoted to the peculiarities of «soft skills» development in the practice of future higher educational institutions (HEI) teachers’ training.
The analysis of scientific literature made it possible to highlight the essentials of the concept of «soft skills» which means a combination of professionally and socially significant skills acquired by the students during vocational training at higher educational institutions HEI, which ensure their competitiveness in future professional activities.
It has been established that «soft skills» are associated with «hard skills», which ensure the performance of professional activities. Having analyzed different approaches to the classification of «soft skills», the most important «soft skills» for the future successful career of graduates of the specialty 011 «Educational, pedagogical sciences» were systematized:
interpersonal professional skills, involving such competencies as: sociability, ability to effectively communicate interpersonally, critical thinking, the ability to persuade, resolve conflict, make group decisions, create presentations, the ability to work in a team, the ability to negotiate, etc.; personal professional skills, which include such competencies as: flexibility, ability to handle stress, empathy, willingness to compromise, creativity and analytical thinking, time management skills, etc.; managerial skills, which are based on such competencies as: leadership skills, the ability to organize teamwork, the ability
to delegate authority, the ability to make strategic decisions, the ability to work in force majeure circumstances, etc.
It has been investigated that the development of «soft skills» during in-class work for students majoring the specialty 011 «Educational, pedagogical sciences» is promoted by the use of innovative forms of learning: lectures (inverted lecture, interactive lecture, binary lecture, lecture-provocation, lecture-brainstorming, lecture-visualization, etc.), tutorials (discussion workshop, «brainstorming» workshop, merry-go-round workshop, case workshops, etc.) and the system of active teaching methods (case method, game methods, group discussions, brainstorming sessions), project method, «Hold a position»
method, «The range of ideas» method, analysis and diagnostics method, skills development workshops, etc.).
It may be concluded that the development of «soft» skills is one of the most important aspects of future HEI teachers’ training, as they allow them to prepare for work in an innovative environment of fierce competition in the market of educational services.