PRIORITY SKILLS FOR QUALITY PROFESSIONAL INTEGRATION OF FUTURE TEACHERS

Abstract

Collaboration between the educational system and businesses is undeniably crucial—not only for these two systems but also for the socio-economic progress of society as a whole. The degree of their interconnectedness is directly proportional to the quality of education and professional training of students, which determines the level of efficiency and productivity of the entire economy. According to NFER and the University of Exeter (2009), “employers are best positioned to advise on the skills that students need for the future workplace” (see NFER, 2009). The education system is no exception in this regard, despite being outside the production sector. Higher education institutions preparing future teachers must maintain close cooperation with “end-users of personnel” to ensure the relevance of training and an effective transition from theory to practice. This collaboration ensures the preparation of competent professionals who meet the needs of schools and kindergartens, guaranteeing quality education for future generations.
The present study, part of which is the subject of this paper, focuses on the additional skills and competencies that future teachers must possess to effectively integrate into the school environment and teaching staff. All surveyed respondents unequivocally state that student-teachers possess the basic professional knowledge necessary for occupying and performing the job role. At the same time, a significant portion of them express the opinion that more in-depth preparation is needed in mastering so-called “soft skills,” related to teamwork, communication at various levels, managing professional stress, and other skills inherent to supporting professions in the public sector (Armstrong, 1999). Thorough study and the inclusion of training sessions to develop such skills would contribute to quality integration into the teaching staff and enhance the reputation of the profession.