Assessing Prospective Teachers' Soft Skills Curriculum Implementation: Effects on Teaching Practicum Success

Autor/inn/en	Macqual, Stephen Maren; Salleh, Umi Kalsum Mohd; Zulnaidi, Hutkemri
Titel	Assessing Prospective Teachers' Soft Skills Curriculum Implementation: Effects on Teaching Practicum Success
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1915 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Macqual, Stephen Maren) ORCID (Salleh, Umi Kalsum Mohd) ORCID (Zulnaidi, Hutkemri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preservice Teachers; College Seniors; Curriculum Implementation; Soft Skills; Skill Development; Teacher Education Programs; Practicums; Teacher Competencies; Secondary Education; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? College; Colleges; Senior; Hochschule; Fachhochschule; Kompetenzentwicklung; Qualifikationsentwicklung; Practicum; Praktikum; Praktika; Lehrkunst; Sekundarbereich; Ausland
Abstract	Soft skills encompassing conscientiousness, lifelong learning, communication, creativity, and teamwork are beneficial to success in work and life. The education policy in Nigeria on teacher education stipulates that students should learn basic soft skills at universities as performance improvement tools for teaching, but for the most part teacher education programmes do not include such skills. The aim of the study reported on here was to assess whether the soft skills curriculum and instruction course has been effectively implemented in university teacher education programmes. This course is theory based designed to inculcate soft skills in would-be teachers within 2 semesters. We used paper questionnaires and performed data analysis by way of partial least square structural equation modelling (PLS-SEM) using SmartPLS software in a non-experimental procedure with a total of 722 prospective teachers. The analysis revealed that prospective teachers gained moderate soft skills, which, in turn, benefited them in classroom control and, ultimately, teaching success in terms of lesson planning, development, and results. It is fair to suggest that the PLS-SEM model shows that participation in the curriculum and instruction course generates different kinds of benefits to teachers at the same time. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01