Techniques for developing soft skills in primary school teachers

The article actualizes the problem of the development of flexible skills among teachers of the Russian school as a new value in their professional improvement. Achieving a new quality of education depends on the personality of the teacher. Its mission will change significantly in the very near future due to the introduction of new requirements for teaching activities in a digital society and in a situation of uncertainty. New challenges of education of the 21st century can be leveled by increasing the professionalism of Russian teachers. The article states the fact of strengthening the role of supra-professional skills (soft skills), therefore, the importance and necessity of owning these skills is considered as a priority of professional development of Russian teachers in the future. The teacher should be ready to begin to form flexible skills already in younger students, provided that he himself owns them at a sufficient level. The problem is substantiated at the socio-pedagogical, scientific-pedagogical and scientific-methodological levels. The aim is to substantiate the approach to the development of flexible skills in primary school teachers in conditions of continuous professional development. The methodological foundations of the study were andragogical and subject-activity approaches. A review of scientific research defining approaches to the structure of soft skills, trends in their development in the context of new requirements and challenges in the training of teachers and their professional development is conducted. The place and role of flexible skills in the personal and professional development of a teacher are determined. The necessity of adopting flexible competencies by teachers of primary general education as a condition for achieving a new quality of education is substantiated. The description of the results is related to the characteristics of technologies for the development, transformation and correction of flexible competencies of primary school teachers in conditions of formal professional development. The practical significance of the research consists in the development and testing of a scenario plan for an educational event focused on the development of professional competencies and flexible skills of primary school teachers within the framework of additional professional education. The article is of interest to practitioners of the general education system and researchers.