scholarly journals English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

2021 ◽  
Author(s):  
Hanna Kniaz ◽  
Olena Chukhno
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Empirical Data ◽  
Soft Skills ◽  
Skills Development ◽  
University Teachers ◽  
Trainee Teachers ◽  
Career Opportunities ◽  
Professional Teacher ◽  
Research Questions

The integration of soft skills in training pre-service teachers ensures higher academic performance and provides them with better career opportunities. However, many university teachers pay insufficient attention to developing soft skills in higher education. The article aims to investigate the correlation between the soft skills included in professional teacher training and undergraduates’ viewpoint on soft skills development at university. The authors formulated three research questions: (a) How do English trainee teachers assess their soft skills? (b) How much attention, in students’ opinion, do teachers pay to developing soft skills? (c) Is there a gap between teachers’ work on developing students’ soft skills and trainee teachers’ expectations? To answer these questions, the researchers analized the empirical data received through a questionnaire. The questionnaire was completed by 153 English trainee teachers studying at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine. The respondents answered two close-ended questions regarding the level of soft skills they believe to possess and the amount of time devoted to soft skills development. The findings suggest that most students consider the level of their soft skills intermediate or high. Nevertheless, a significant number of the respondents still feel that teachers pay insufficient or hardly any attention to improving these skills. It is necessary to conduct further research to analyze university teachers’ viewpoint on improving students’ soft skills and organize the development of soft skills which would meet trainee teachers’ expectations.

scholarly journals English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

2021 ◽  
Vol 7 (1) ◽  
pp. 299-313
Author(s):  
Hanna Kniaz ◽  
Olena Chukhno
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Empirical Data ◽  
Soft Skills ◽  
Skills Development ◽  
University Teachers ◽  
Trainee Teachers ◽  
Career Opportunities ◽  
Professional Teacher ◽  
Research Questions

The integration of soft skills in training pre-service teachers ensures higher academic performance and provides them with better career opportunities. However, many university teachers pay insufficient attention to developing soft skills in higher education. The article aims to investigate the correlation between the soft skills included in professional teacher training and undergraduates’ viewpoint on soft skills development at university. The authors formulated three research questions: (a) How do English trainee teachers assess their soft skills? (b) How much attention, in students’ opinion, do teachers pay to developing soft skills? (c) Is there a gap between teachers’ work on developing students’ soft skills and trainee teachers’ expectations? To answer these questions, the researchers analized the empirical data received through a questionnaire. The questionnaire was completed by 153 English trainee teachers studying at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine. The respondents answered two close-ended questions regarding the level of soft skills they believe to possess and the amount of time devoted to soft skills development. The findings suggest that most students consider the level of their soft skills intermediate or high. Nevertheless, a significant number of the respondents still feel that teachers pay insufficient or hardly any attention to improving these skills. It is necessary to conduct further research to analyze university teachers’ viewpoint on improving students’ soft skills and organize the development of soft skills which would meet trainee teachers’ expectations.

scholarly journals Soft Skills Research in Higher Education: Top 100 Scopus-Indexed Publications

2021 ◽  
Vol 25 (4) ◽  
pp. 593-607
Author(s):  
Olesia V. Rumiantseva
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Soft Skills ◽  
University Education ◽  
Skills Development ◽  
Pedagogical Issues ◽  
Second Phase ◽  
University Graduates ◽  
Main Subject ◽  
Subject Areas

Introduction. At present, employers’ standards for university graduates are scrutinized, obviously stepping up requirements for soft skills. The issue of modernization of university curricula or development of new ones that include soft skills development in the framework of university education is relevant. The importance of the problem makes us turn to the experiences of foreign universities. This article aims to identify the main subject areas, where much attention is paid to the issues of soft skills, as well as directions of research on students’ soft skills development between 2010 and 2020 in the framework of higher education. Materials and Methods. ИThe study was conducted in two phases. During the first phase, we used a search strategy to identify the main subject areas of research on the topic of soft skills development in the period from 2010 to 2020. At the second phase, a study of one hundred most cited articles indexed in the Scopus database on the topic of soft skills in education was carried out. The selection was based on the inclusion and non-inclusion criteria. We used a method of content analysis. The selected articles were divided into several clusters demonstrating the research focus. Results. The analysis of foreign studies provided information on the subject fields that essentially focus on forming soft skills. The main subject areas, where the largest number of studies on soft skills published from 2010 to 2020 were recorded, embrace social sciences, IT, engineering, business and accounting. The areas of research on students’ soft skills in the period between 2010 and 2020 were general pedagogical issues, issues of increasing employability, and different areas of education. Discussion and Conclusion. A selection of the worldʼs best practices described in the leading articles on the formation of soft skills in education enriches the collection of methodological techniques of teachers in various specialized disciplines. The materials of the article can be useful for methodologists and teachers of professional education institutions, engaged in the formation and development of a new type of curricula, taking into account the needs of the modern labor market, and persons interested in the problems of higher education.

scholarly journals Development of Model for Providing Feasible Scholarship

2016 ◽  
Vol 10 (1) ◽  
pp. 35
Author(s):  
Harry Dhika
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Empirical Data ◽  
Model Performance ◽  
Education Institution ◽  
Social Involvement ◽  
Bayes Method ◽  
Student Data ◽  
Model Training ◽  
Academic Year

The current work focuses on the development of a model to determine a feasible scholarship recipient on the basis of the naiv¨e Bayes’ method using very simple and limited attributes. Those attributes are the applicants academic year, represented by their semester, academic performance, represented by their GPa, socioeconomic ability, which represented the economic capability to attend a higher education institution, and their level of social involvement. To establish and evaluate the model performance, empirical data are collected, and the data of 100 students are divided into 80 student data for the model training and the remaining of 20 student data are for the model testing. The results suggest that the model is capable to provide recommendations for the potential scholarship recipient at the level of accuracy of 95%.

scholarly journals READINESS OF UNIVERSITY TEACHERS TO PARTICIPATE IN EMPIRICAL DATA EXCHANGE: PILOT STUDY IN UKRAINE

2021 ◽  
Vol 11 (2) ◽  
pp. 217-222
Author(s):  
OLHA ZHORNOVA ◽  
OLENA ZHORNOVA ◽  
KATERYNA LUT ◽  
ANASTASIIA ROMANENKO ◽  
OKSANA RYNDENKO
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Distance Learning ◽  
Pilot Study ◽  
Empirical Data ◽  
Data Exchange ◽  
The Body ◽  
University Teachers ◽  
Study Results ◽  
Research Findings

The article offers the description of the pilot study results on university teachers’ engagement in exchange of empirical data on distance learning. It was suggested that they have a shaped intention to exchange; however, the specifics of their efforts make it difficult to integrate the collected data into the body of open empiricism. The study identifies the meaningful constructs of teachers’ engagement in data exchange. The research findings can be used in the practice of knowledge management in the system of higher education in order to optimize the engagement of teachers in the exchange of empirical data.

Soft Skills Development in Higher Education

2020 ◽  
Vol 8 (5) ◽  
pp. 1916-1925
Author(s):  
Karimova Nilufar Ummatqul Qizi
Keyword(s):  
Higher Education ◽  
Soft Skills ◽  
Skills Development

scholarly journals Investigating the Perception of Stakeholders on Soft Skills Development of Students: Evidence from South Africa

10.28945/3417 ◽  
2016 ◽  
Author(s):  
Estelle Taylor
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Tertiary Education ◽  
Skills Development ◽  
Problem Statement ◽  
Open Questions ◽  
Interdisciplinary Journal ◽  
Development Of Students

[The final form of this paper was published in the journal Interdisciplinary Journal of e-Skills and Lifelong Learning.] Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be approached in higher education. The aim of this paper is to research the perceptions of lecturers, industry, and students on soft skills development of students and to identify important soft skills that need to be developed. The paper starts with a problem statement emphasizing the importance of soft skills and the possible lack thereof. This is followed by a literature review, a description of the methodology followed for this research, the results, conclusion, and the references. The research was done at a university in South Africa. Questionnaires consisting of open questions were distributed to lecturers, industry, and students respectively, and qualitative analysis was done on the results. Results show that stakeholders feel that soft skills of students are not developed adequately, that there is some uncertainty about who should be responsible for developing soft skills, and that the development of soft skills is seen as a difficult task. A list is compiled of the most important soft skills according to literature, lecturers, industry, and students. This list can be used in further research on the soft skills of IT-students. Recommendations are made for the teaching and learning of soft skills.

scholarly journals DEVELOPMENT OF MODEL FOR PROVIDING FEASIBLE SCHOLARSHIP

2018 ◽  
Author(s):  
Harry Dhika
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Empirical Data ◽  
Model Performance ◽  
Education Institution ◽  
Social Involvement ◽  
Bayes Method ◽  
Student Data ◽  
Model Training ◽  
Academic Year

Abstract—The current work focuses on the development of a model to determine a feasible scholarship recipient on the basis of the naiv¨e Bayes’ method using very simple and limited attributes. Those attributes are the applicants academic year, represented by their semester, academic performance, represented by their GPa, socioeconomic ability, which represented the economic capability to attend a higher education institution, and their level of social involvement. To establish and evaluate the model performance, empirical data are collected, and the data of 100 students are divided into 80 student data for the model training and the remaining of 20 student data are for the model testing. The results suggest that the model is capable to provide recommendations for the potential scholarship recipient at the level of accuracyof 95%.

scholarly journals The Role of University Teachers in the Assistance to International Students

2019 ◽  
Vol 28 (4) ◽  
pp. 124-133 ◽  
Author(s):  
O. P. Marinenko
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Communication ◽  
Scientific Community ◽  
Educational Institution ◽  
University Teachers ◽  
Research Questions ◽  
Psychological Assistance ◽  
Scientific Degree

The idea of providing additional assistance and support to international students is being widely popularized in the global scientific community. This is due to the fact that the number of these students is constantly increasing and they have to encounter numerous problems. There are three main areas of international students’ assistance: didactic assistance focused on the learning process; psychological assistance as the prevention and solution of psychological and emotional problems; sociocultural assistance dealing with adaptation to new environment. This article presents the results of the study directed by the following research questions: whether university teachers are involved in assisting international students, what strategies they prioritize, and what categories of teachers are more focused on providing assistance. The group survey covering 24.2% of teachers of the Interstate Educational Institution of Higher Education “Belarusian-Russian University” resulted in the following conclusions. 1. Most of university teachers are aware of international students’ problems and provide them with additional assistance and support. 2. Teachers with little pedagogical experience, female respondents, and teachers without a scientific degree are more actively involved in assisting international students. 3. The most popular strategies of didactic assistance were explaining details of students’ self-directed work, using lecture presentations and encouraging participation in individual consultations. 4. In order to psychologically support international students, teachers strive to tolerate their speech errors, help them in speaking and create a positive atmosphere in the class. 5. Within the framework of sociocultural assistance, teachers may give students the opportunity to present their homeland, encourage intercultural communication in seminars and workshops, and speak about the country of study.

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