Abstract

Purpose: The study aims to examine the importance of soft skills and academic performance in pre-professional practices. Theoretical framework: In the educational act, the teacher and the student interrelate and interact during the day or learning session, for this the teacher plans activities that develop hard skills and soft skills, the latter being essential for the social function of education is for This is essential in professional practices, students plan leadership activities, assertiveness, active listening that allows optimal academic performance. Method/design/approach: It is a study with a quantitative approach, basic level, descriptive correlational, with a quasi-experimental design, the objective is to determine the effects of the soft skills program on the pedagogical performance of Initial Education students, through the application of the program the information was collected. At the beginning and at the end of the workshops, using inferential statistics, the hypothesis was verified. Results and conclusion: From the results it is concluded that the Soft Skills program has had positive effects on the attitudinal level of pedagogical performance in the development of students' pre-professional practices, approval has improved significantly by 2,686 points; that is, students have improved in their oral and body language; punctuality, responsibility and respect; They have also improved in their skills to promote teamwork, proactivity in interventions promoting students' opinions, suggestions and solutions and respect among their peers and teachers. Originality/value: After the application it was possible to show that soft skills are present in the academic performance of the pre-professional practice of the students of the specialty of Initial Education knowledgeable that we have the responsibility to promote, facilitate the socio-emotional development in children in such a way that the teacher must demonstrate at all times balance coherence in their actions,.