The Soft Skills of Special Education Teachers: Evidence from the Literature

Fernandes, Patrícia Raquel Silva; Jardim, Jacinto; Lopes, Maria Celeste de Sousa

doi:10.3390/educsci11030125

Cited by 59 publications

(51 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research on soft skills exists across different fields such as labor economics [7]; employability, workforce development, and human resource development [6,8]; management and communication [4,29]; and in industry or subject specific literature such as information technology [20,30]; STEM [31]; education [15], or library and information science [18]. In addition, not for profit agencies and government funded or public sector projects also conduct country, region, or industry specific research on soft skills [32][33][34].…”

Section: What Are Soft Skills?mentioning

confidence: 99%

“…Accrediting bodies, such as ABET, have reiterated the need for engineering education programs to provide students opportunities to acquire a broader set of skills to improve their ability to collaborate, work in teams, and thrive in a globalized work environment [1]. Soft skills that were considered 'nice to have' within technical fields in the last century are moving to the 'need to have' category in the current century [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Soft Skills for Entry-Level Engineers: What Employers Want

Hirudayaraj

Baker

et al. 2021

Education Sciences

View full text Add to dashboard Cite

Among the requirements for engineering programs, the Accreditation Board of Engineering and Technology (ABET) criteria for student outcomes require students to have the ability to communicate effectively with a range of audiences, recognize ethical and professional responsibilities, function effectively on a team, and apply new knowledge. A review of literature for skills comprised within these ABET criteria determined 26 topics necessary for the entry-level and continued success of engineers. Nearly 500 companies and organizations rated the importance and proficiency of their recent entry-level engineers for these 26 identified soft (professional) skills. The findings suggest that although entry-level engineers have proficiency in all of these ABET required skills, the entry-level engineers were not meeting the level of importance expressed by the organization for 24 of these 26 skills. A specific ABET required skill, the ability to communicate effectively with diverse groups of people, has the greatest difference between the level of proficiency and the level of importance. Analysis of variance was conducted using each of the demographic variables to determine the effect sizes in the ratings of importance, proficiency, and the differences between importance and proficiency. These results were shared with industry members to confirm the relevance of the survey findings during the pandemic. This survey research has implications for any university engineering department where students are seeking entry-level engineering positions after graduation.

show abstract

Section: What Are Soft Skills?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Soft Skills for Entry-Level Engineers: What Employers Want

Hirudayaraj

Baker

et al. 2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Fernandes et al confirmed that soft skills differ from one student to another. erefore, teachers must fully understand the strengths and weaknesses of the students they teach [5]. Bouillet and Kudek Mirosévic emphasized the importance of additional support in the learning process.…”

Section: Introductionmentioning

confidence: 99%

Improving Self-Resilience in Students with Special Needs through the Counseling Teachers’ Roles: A Case Study on Grounded Theory

Azwar¹,

Wanto²,

Hidayat

2021

Education Research International

View full text Add to dashboard Cite

Previous studies show that self-resilience was significantly improved in students with special needs by supporting the social environment and the learning system. Additionally, support for the role of counseling teachers in inclusive schools fosters self-resilience. In this regard, this study aimed to understand the role of counseling teachers foster self-resilience among students with special needs in inclusive schools. The grounded theory approach was applied to produce theories related to these issues. The participants included eleven counseling teachers and the special needs students drawn from three schools in West Sumatra and Bengkulu, Indonesia. The data collected were analyzed based on three stages of grounded analysis, including open coding, axial coding, and selective coding. The findings indicated that self-resilience among students with special needs grows when the counseling teachers use three roles, namely, modifying behavior, giving instructions repeatedly and providing options according to students’ interest.

show abstract

“…They are love to children, positive perception of a learner with special educational needs, communication skills, pedagogical tact, cooperation with parents, colleagues, school administration. By carrying out a review of recent scientific literature, Fernandes, Jardim, and Lopes (2021) pointed out even more soft skills which scholars consider essential for special education teachers. They are resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication.…”

Section: Significance Of the Studymentioning

confidence: 99%

English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

Kniaz¹,

Чухно²

2021

AWEJ

View full text Add to dashboard Cite

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.

show abstract

The Soft Skills of Special Education Teachers: Evidence from the Literature

Cited by 59 publications

References 57 publications

Soft Skills for Entry-Level Engineers: What Employers Want

Soft Skills for Entry-Level Engineers: What Employers Want

Improving Self-Resilience in Students with Special Needs through the Counseling Teachers’ Roles: A Case Study on Grounded Theory

English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

Contact Info

Product

Resources

About