Training Teachers in Soft Skills: Innovating University Teaching to Promote Trasferable Knowledge

Abstract

The teacher training has long been at the center of the debate between policymakers, professional associations and stakeholders involved at different levels; in recent years, research has also often worked to identify and define the most appropriate ways for the quality of professional development. The recent publication of Law No. 79 of 29 June 2022 is one of several attempts to "bring order" in the initial and continuing education system and in the recruitment of teachers. Moreover, the training, as the first stage of the teacher’s professionalism, should return the overall sense of the work and promote, on one hand, hard skills (disciplinary and teaching knowledge), on the other soft skills, that is general skills related to information management, critical thinking and problem solving, and management of interpersonal relationships (Allen, Remaekers & Van Der Velde, 2005). Over and above the issue of legal terms, it is necessary to reflect on the characteristics of the existing sistems involved in the professional development of the teacher. This paper, by participating in the debate of teacher training, intends to focus on the crucial role of university teaching in the promotion of soft skills. Starting from some considerations emerged from a pilot study, proposed in the training course for Special Education Needs Teacher, we will describe a learner centered teaching option, oriented towards the promotion of soft skills. ).