UDC 378.091.3:373.3.011.3.– 051[477]
DOI: https://doi.org/10.59694/ped_sciences.2026.22.141
TOLERANCE WITHIN THE SOFT SKILLS FRAMEWORK OF FUTURE NUS TEACHERS: THE POTENTIAL OF ART PEDAGOGY IN THEIR DEVELOPMENT
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LUKIANCHENKO Olha Mikolaivna
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of Primary Education and Innovative Pedagogy Mykhailo Dragomanov Ukrainian State University, Kyiv, Ukraine. Her experience includes a postdoctoral research fellowship on the project ‘Music in the Intercultural School: Uncovering Spaces for Agency and Belonging’ (MUSPACE 2023–2024) at Mary Immaculate College, University of Limerick, funded by the Irish Research Council.
ORCID iD: https://orcid.org/0000-0002-5554-0819
Abstract:
The article explores the potential of art pedagogy as an effective means of fostering tolerance as an essential component of soft skills in pre-service primary school teachers. The study is grounded in the analysis of European policy documents, in particular LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, which conceptualizes tolerance as an integral element of social competence, closely linked to empathy, cooperation, and respect for diversity.
The importance of tolerance in the professional profile of teachers is further confirmed by the national Professional Standard for teachers of general secondary education, where it is embedded within emotional-ethical and partnership competencies. The theoretical framework of the study is also informed by contemporary philosophical perspectives, including the works of Rainer Forst and Philip Quinn, who emphasize tolerance as a reflective, value-based and dialogical practice grounded in recognition of others and self-critical awareness.
Within this context, the author substantiates the relevance of art pedagogy, interpreted broadly in line with the ideas of O. Otych, as a human-centered educational approach integrating aesthetic, ethical and cultural dimensions. The article highlights the role of artistic experience in developing empathy, openness, and the ability to perceive multiple perspectives. Particular attention is paid to the author’s own pedagogical experience in working with students majoring in Primary Education, where philosophical dialogue methods, inspired by the works of G. Helskog, were applied in the process of interpreting visual art. Through guided discussions, students were encouraged to identify common features across different cultural artistic traditions, which contributed to the development of respectful attitudes toward both national and global cultural heritage
The findings suggest that art, particularly music, serves as a powerful pedagogical tool that combines cognitive, emotional, and value-based dimensions, thus ensuring the internalization of tolerance as a professional and personal quality of future teachers.
Keywords: tolerance; teacher tolerance; soft skills of future primary school teachers; art pedagogy; music.
References:
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