Soft skills in future teachers: An exploratory survey
Keywords:Soft skills, Self-evaluation, Educational research, Training, Universal Design for Learning (UDL)
Soft skills are of fundamental importance in the performance of all work activities, particularly teaching, because they are strongly related to personal qualities and attitudes and social and management skills. Even in school settings, therefore, soft skills are needed to interpret and understand complex situations in the design of instructional pathways useful for enhancing students’ personal qualities (Ngang, Yie & Shahid, 2015). Difficult to recognize, quantify, assess and develop, this paper aims to investigate the self-perception of them among preschool and elementary school teachers-in-training. Awareness of their own transversal competencies, in addition to promoting personal professional growth in young teachers, prepares them to take this important dimension in their future students and design teaching actions aimed at their enhancement.
Anonimo. (2022). La comunicazione in classe: stile comunicativo del docente ed insegnamento efficace [Prot. 0004412 del 30/04/2022, IV-5 (Uscita)]. Istituto Comprensivo Statale G. Pascoli-Tricase. Retrieved September 30, 20222, from https://www.pascolitricase.edu.it/attachments/article/980/timbro_LA%20COMUNICAZIONE%20IN%20CLASSE.pdf
Bruner, J. (1997). La cultura dell’educazione: Nuovi orizzonti per la scuola. Milano: Feltrinelli.
Bucherberger, F., Campos, B. P., Kallos, D., & Stephenson, J. (Eds.). (2000). Green paper on teacher education in Europe: High quality teacher education for high quality education and training. TNTEE. Retrieved September 30, 2022, from http://www.cep.edu.rs/sites/default/files/greenpaper.pdf
Çetin, A., & Ünsal, S. (2020). Mental structures of pre-service teachers regarding values. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 49, 187–210. Retrieved September 30, 2022, from https://hdl.handle.net/11672/3281
Cinque M (2014). Dalle virtù alle competenze alle Soft skills. In C. Ciappei, & M. Cinque (Eds.), Soft skills per il governo dell’agire. La saggezza e le competenze prassico-pragmatiche. Milano: Franco Angeli.
Crick, R. D., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI project. Assessment in Education: Principles, Policy & Practice, 11(3), 247–272. https://doi.org/10.1080/0969594042000304582
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological methods, 1(1), 16. https://psycnet.apa.org/doi/10.1037/1082-989X.1.1.16
Dall’Amico, E., & Verona, S. (2016), Quali sono le Soft Skill più richieste dalle imprese?. Torino: Centro Estero per l’Internazionalizzazione Piemonte. Retrieved September 30, 2022, from https://epale.ec.europa.eu/sv/node/23857
De Pietro, O. (2015). Competenze digitali e professionalità docente. Topologik, 18, 112–124. Retrieved September 30, 2022, from http://www.topologik.net/O._De_Pietro_Topologik_Issue_n.18_2015.pdf
De Pietro, O. (2019). Service Learning e Alternanza Scuola Lavoro: un possibile raccordo per maturare le Soft skills richieste dal mondo del lavoro: Una indagine esplorativa. Italian Journal of Educational Research, 22, 157–177, 2019. https://ojs.pensamultimedia.it/index.php/sird/article/view/3397
De Pietro, O., & Altomari, N. (2019). Uno strumento per misurare le Soft Skills degli insegnanti: risultati di uno studio pilota. Advances in Social Science and Culture, 1(2), 245–257. https://doi.org/10.22158/assc.v1n2p245
Dogan, A. (2021). A Study on the Soft Skills of Pre-Service Teachers. International Journal of Progressive Education, 17(4), 35–48. Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ1308636
European Commission (2008). Il Quadro europeo delle qualifiche per l’apprendimento permanente. Luxembourg: Publications Office of the European Union. Retrieved September 30, 2022, from https://europa.eu/europass/system/files/2020-05/EQF-Archives-IT.pdf
European Commission, Directorate-General for Employment, Social Affairs and Inclusion. (2012). Transferability of skills across economic sectors : role and importance for employment at European level. Luxembourg: Publications Office of the European Union. https://data.europa.eu/doi/10.2767/40404
Fleischmann, E. M. (2013). Soft skills of excellent teachers in diverse South African schools in the Western Cape [Doctoral dissertation]. Stellenbosch: Stellenbosch University. Retrieved September 30, 2022, from http://hdl.handle.net/10019.1/80131
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books
Hattie, J. (2003). Teachers Make a Difference, What is the research evidence?. Interpretations, 36(2), 27–38. Retrieved September 30, 2022, from https://research.acer.edu.au/research_conference_2003/4
Heckman, J. J., & Kautz, T. (2012). Hard Evidence on Soft skills. Labour Economics, 19(4), 451–464. https://doi.org/10.1016/j.labeco.2012.05.014
Heppner, P. (1988). The problem solving inventory. Palo Alto, CA: Consulting Psychologists Press.
Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of counseling psychology, 29(1), 66–75. https://psycnet.apa.org/doi/10.1037/0022-022.214.171.124
Houghton, J. D., & Neck, C. P. (2002). The revised self-leadership questionnaire: Testing a hierarchical factor structure for self-leadership. Journal of Managerial psychology, 17(8), 672–691. https://psycnet.apa.org/doi/10.1108/02683940210450484
Isidori, E., Migliori, M., Echazzarreta, R. R., & Maulini C. (2015). Il questionario per la rilevazione dei profili pedagogici degli allenatori: un contributo alla ricerca in pedagogia dello sport. Italian Journal of Educational Research, 8(14), 141–156. https://ojs.pensamultimedia.it/index.php/sird/article/view/1593
MIUR (2017). Indicazioni nazionali e nuovi scenari. Retrieved September 30, 2022, from https://web.archive.org/web/20220210035646/http://www.indicazioninazionali.it/wp-content/uploads/2018/08/Indicazioni-nazionali-e-nuovi-scenari.pdf
Ngang, T. K., Yie, C. S., & Shahid, S. A. M. (2015). Quality teaching: Relationship to Soft skills acquisition. Procedia-Social and Behavioral Sciences, 191, 1934–1937. https://doi.org/10.1016/j.sbspro.2015.04.649
Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self-and peer evaluation. Academy of Management Learning & Education, 11(4), 609–630. https://doi.org/10.5465/amle.2010.0177
Pachauri, D., & Yadav, A. (2014). Importance of Soft skills in Teacher Education Programme. IJERT: International Journal of Educational Research and Technology, 5(1), 22–25. Retrieved September 30, 2022, from https://soeagra.com/ijert/ijertmarch2014/5.pdf
Pellerey, M. (2017). Soft skill e orientamento professionale. CNOS-FAP. Retrieved September 30, 2022, from https://www.cnos-fap.it/node/43705
Repubblica Italiana. (2015)., Legge 107 del 13 luglio 2015: Riforma del sistema nazionale di istruzione e formazione e delega per il riordino delle disposizioni legislative vigenti. GU Serie Generale, 162. Retrieved September 30, 2022, from https://www.gazzettaufficiale.it/eli/id/2015/07/15/15G00122/sg
Riedler, M., & Eryaman, M. Y. (2016). Complexity, diversity and ambiguity in teaching and teacher education: practical wisdom, pedagogical fitness and tact of teaching. International Journal of Progressive Education, 12(3), 172–188. Retrieved September 30, 2022, from https://ijpe.inased.org/makale/220
Schulz, B. (2008). The Importance of Soft skills: Education beyond academic knowledge. NAWA: Journal of Language and Communication, 2008(June), 146–154. Retrieved September 30, 2022, from https://www.bcsgea.org.bd/wp-content/uploads/2019/11/The-Importance-of-Soft-Skills-Education-beyond-academic-knowledge.pdf
Schutz, W. C. (1958). FIRO: A three-dimensional theory of interpersonal behavior. Rinehart.
Tang, K. N. (2018). The importance of Soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22–27. Retrieved September 30, 2022, from https://so04.tci-thaijo.org/index.php/kjss/article/view/234867
Vannini, I. (2009). La qualità nella didattica. Trento: Erickson
How to Cite
Copyright (c) 2022 Natalia Altomari, Orlando De Pietro, Antonella Valenti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).