Abstract
This is a preliminary research to obtain information to formulate a problem statement for an overall study of the embedding of soft skills in the program courses in higher learning institutions. This research was conducted in the form of single case and multi-case studies. The research data was attained through mixed methods; the quantita - tive method by utilizing questionnaires and the qualitative method utilizing open-ended questionnaires. Qualitative data were used as supporting data in this research. This research sought to study two main issues; the readiness of lecturers and problems encountered in embedding soft skills into teachers’ bachelor’s degree courses in Malaysia’s Institute of Teachers Education. Quantitative data was processed manually to show frequency, while qualitative data was processed according to themes. Research findings indicated that a majority of lecturers are interested and ready to embed soft skills in the core courses. However, lecturers lamented about problems encountered in embedding soft skills in teaching and learning of courses even though the curriculum of the programs have been designed holistically to fulfill the needs to develop soft skills within trainee teachers.
Highlights
Perreault [1] defined soft skills as a personal quality, attribute or level of one’s commitment which sets apart individuals with the same skill and experience
James and James [2] concurred that soft skills is a new trend in explaining a set of ability or talent which could be utilized at a workplace
Soft skills has the ability to categorize specific career attribute which an individual has such as team spirit, communication skills, leadership skills, customer service skills and problem solving skills
Summary
Perreault [1] defined soft skills as a personal quality, attribute or level of one’s commitment which sets apart individuals with the same skill and experience. Soft skills has the ability to categorize specific career attribute which an individual has such as team spirit, communication skills, leadership skills, customer service skills and problem solving skills. “Employers Value Communication and Interpersonal Skills” in Mitchell et al [3] states that a person who communicates effectively, adapts well with others, works well in a team, takes initiative and has a formidable work ethics is considered as having the required level of set soft skills. Wilhelm [6] agrees and asserts that employers consider soft skills acquisition as extremely vital to be successful in the workplace. In teachers’ training context, soft skills has an important elements which needs to be developed among trainee teachers as it promotes teachers as social capital who are able to balance outward and inward emotions and are intellectually and spiritually able to navigate future challenges in the teaching career
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
