SOFT COMPETENCES IN THE STRUCTURE OF FUTURE TEACHERS TRAINING

Abstract

The purpose of the article is to determine the structure of soft competencies that is important for future teachers, including choreographers, training for the formation of soft competences in the educational process. Research methodology contains general scientific and special methods of scientific knowledge. The basic method in conducting the research is the general dialectical method, which allowed to analyze the existing approaches to the identification of soft competencies and the practice of their application in the future teachers training, choreographers particularly.

The scientific novelty is that, for the first time, the relationship and interrelation of soft competencies with other competencies that are needed for future teachers to learn is explored.

Soft competencies are considered as a collective category, which refers to many behaviors that help people at work, including teamwork, as well as successfully interact with society. Soft competencies allow you to be successful regardless of the specific activity and direction in which the person works. Domestic and international approaches to understanding and listing soft competencies are analyzed. Soft competencies identified in programmatic learning outcomes in educational institutions have been identified. The system of evaluation of educational institutions is analyzed, which, unfortunately, is now focused on controlling the formation of hard competencies.

Conclusions: There is not only a well-defined definition of the «soft competence» category, but also a dominant approach to understanding this category. Formation of soft competences is at the discretion of the teachers. Prospects for scientific development include the correlation of programmatic learning outcomes (which include soft competences) with approaches and components of soft competences, based on the approaches of the international pedagogical community.