The Readiness of Lecturers in Embedding Soft Skills in the BachelorÃ¢ÂÂs Degree Program in MalaysiaÃ¢ÂÂs Teachers Education Institute
Aminuddin Hassan, Marina Maharoff and Norhasni Zainal Abiddin*
Department of Professional Development and Continuing Education, Faculty of Educational Studies, University Putra Malaysia, Malaysia
- *Corresponding Author:
- Norhasni Zainal Abiddin
Department of Professional Development and Continuing Education
Faculty of Educational Studies, University Putra Malaysia
43400 UPM Serdang Selangor, Malaysia
E-mail: [email protected]
Received date: May 30, 2014; Accepted date: August 05, 2014; Published date: August 12, 2014
Citation: Hassan A, Maharoff M, Abiddin NZ (2014) The Readiness of Lecturers in Embedding Soft Skills in the Bachelor’s Degree Program in Malaysia’s Teachers Education Institute. Arts Social Sci J 5:071. doi: 10.4172/2151-6200.1000071
Copyright: © 2014 Hassan A, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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.