FEATURES OF PROFESSIONAL TRAINING OF FUTURE TEACHERS BASED OF THE MULTISKILLING CONCEPT (EMPIRICAL RESEARCH)

Abstract

In the context of the transformation of the modern education system, the requirements for teachers’ professional training are undergoing significant changes, which makes the search for effective models of competence development increasingly relevant. A 21st-century teacher is viewed not only as a transmitter of subject knowledge, but also as a leader, facilitator, and mentor capable of fostering students’ critical thinking, creative potential, and social engagement. In this regard, the multiskilling concept, aimed at the integrated and balanced development of hard skills and soft skills in future teacher education, is gaining particular importance.

This article presents the results of an empirical study focused on identifying the relationship between hard skills (digital literacy, planning and organization of the educational process, management, and assessment) and soft skills (communication skills, teamwork, leadership, and adaptability) that determine future teachers’ readiness for professional activity. The study was conducted at Abai Kazakh National Pedagogical University using questionnaires, testing, and mathematical-statistical methods, including Pearson’s correlation analysis. The findings reveal a strong positive correlation between hard skills and soft skills indicators, which confirms the effectiveness of implementing the multiskilling approach in the educational process. The development of multi-profile competencies contributes to enhancing future teachers’ professional flexibility, readiness for innovative activities, and ability to adapt to a rapidly changing educational environment.

It is concluded that integrating the multiskilling concept into the system of higher pedagogical education is a key condition for improving the quality of future teacher training and for preparing competitive specialists who meet contemporary labor market demands.