Peculiarities of developing the cognitive-prognostic component of future teachers’ soft skills

Introduction. In the modern vocational education system, there is a significant shortage of highly qualified and competent teachers who are able to teach students effectively and prepare them for real professional challenges. Convergence in education and industries places new demands on vocational teacher education, who must have developed soft skills necessary for professional development. A new methodology and procedures for their formation at university is needed, which is an important research problem in the field of quality training of mid-level specialists for the modern labor market and ensuring the competitiveness of graduates. The purpose of the study is to identify the characteristic features of developing cognitive-prognostic component of future teachers’ soft skills.