Developing Teachers’ Soft Skills within the New Educational Paradigm: Competences, Values, Indicators, Results
Viktoriia V. Sydorenko
Bila Tserkva Institute of Continuing Professional Education, Ukraine
Oksana Dzhus
Vasyl Stefanyk Precarpathian National University, Ukraine
Roman V. Kozenko
University of Educational Management, Ukraine
Olena A. Ivanenko
Kyiv Academy of Arts, Ukraine
Tetiana M. Zavadska
National Pedagogical Dragomanov University, Ukraine
Published 2022-12-30


educational paradigm
ongoing professional training
social skills
social harmony švietimo paradigma
kompetencija, įgūdis
nuolatinis profesinis mokymas
socialiniai įgūdžiai
socialinė harmonija

How to Cite

Sydorenko, V.V. (trans.) (2022) “Developing Teachers’ Soft Skills within the New Educational Paradigm: Competences, Values, Indicators, Results”, Acta Paedagogica Vilnensia, 49, pp. 23–42. doi:10.15388/ActPaed.2022.49.2.


This paper deals with theoretical models of soft skills development in teacher education. The immediate purpose of this consideration is to develop a model for the development of a teacher’s soft skills as a competent, innovative, motivated, and competitive specialist in the labor market in the present time. The role of soft skills in the process of professional development of employees in all organizations has been increasing in recent times. However, the importance and necessity of teachers’ soft skills and, therefore, their formation among students studying in pedagogical areas are not yet adequately realized by many participants in the educational process. This paper examines the concept of soft skills and identifies the importance of these skills for the development of a specialist in the pedagogical field. In addition, a comparative analysis of hard skills and soft skills was conducted, and their components, namely competences, values, and behavioral indicators were evaluated. An analysis was conducted to assess the labor market needs for new qualifications. This made it possible to design a model of the modern teacher with skills reflective of their real environment. The results of this study can be further used in the improvement of lifelong learning and adult education.


Most read articles by the same author(s)

1 2 3 4 5 > >>