Resumen

MACQUAL, Stephen Maren; SALLEN, Umi Kalsum Mohd  y  ZULNAIDI, Hutkemri. Assessing prospective teachers' soft skills curriculum implementation: Effects on teaching practicum success. S. Afr. j. educ. [online]. 2021, vol.41, n.3, pp.1-21. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v41n3a1915.

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.

Palabras clave : Nigeria; PLS-SEM; prospective teachers; smartPLS; soft skills; teacher education; teaching practicum.

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