Open AccessFormation of soft-skills in future teachers in the context of teaching practice in a pandemic
Author(s) -
Оksana Zhukova,
Volodymyr Mandragelia,
Svitlana Sobolyeva,
Tamara Hurenko,
Galyna Нnat
Publication year - 2021
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v14i33.16584
Subject(s) - idealization , competence (human resources) , mathematics education , context (archaeology) , perception , professional development , psychology , pedagogy , engineering ethics , computer science , engineering , social psychology , paleontology , physics , quantum mechanics , neuroscience , biology
Changing the requirements for a modern teacher naturally leads to a change in expected results, targets, approaches and procedures for the development of professional competence of teachers. Innovative transformations of almost all components of the educational system, including the professional training of future specialists, are today the basis for its modernization. The purpose of the study is the peculiarities of formation of soft-skills in future teachers in the context of teaching practice in a pandemic. For this, a number of methods were applied that make up the research methodology, such as systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction Professional and pedagogical competence in the field of teaching practice is determined by the totality of the teacher's skills in a special way to structure scientific and practical knowledge in order to effectively solve educational problems. Personal knowledge in this case is the result of developed abilities and orientation, influencing the perception of pedagogical phenomena, situations, as well as ways of transforming them from a scientific standpoint. As a result of the analysis, the main aspects and features of the formation of soft-skills in future teachers in the context of teaching practice in a pandemic were identified.