Mastery of Basic Teaching and Soft Skills Among Malaysian Trainee Teachers: A Systematic Narrative Review

Mastery of Basic Teaching and Soft Skills Among Malaysian Trainee Teachers: A Systematic Narrative Review

¹Tajul Rosli Shuib, ²Nik Muhammad Hanis Bin Nek Rakami, ³Norzuraina Binti Mohd Nor, ⁴Lee Hoi Yeh, ⁵Nazmazura binti Mat Aris

^1,2,3,4Universiti Pendidikan Sultan Idris

⁵Institut Pendidikan Guru Kampus Raja Melewar

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000285

Received: 06 August 2025; Accepted: 12 August 2025; Published: 08 September 2025

ABSTRACT

This literature review explores the mastery of basic teaching and soft skills among trainee teachers in Malaysia, with a particular focus on those enrolled in public universities (IPTA) and teacher education institutes (IPG). Drawing upon peer-reviewed articles, scholarly reports, and policy documents, the review identifies core competencies essential for effective teaching, including instructional planning, classroom management, communication, and professional adaptability. It further examines the challenges trainee teachers face in acquiring and applying these skills, such as limited practicum exposure, insufficient mentoring, and difficulties in translating theoretical knowledge into practice. The role of soft skills such as interpersonal communication, collaboration, and emotional intelligence is also analyzed as a critical dimension of teacher readiness. The review highlights the gap between theory and practice in teacher education and offers practical recommendations to enhance trainee teachers’ professional development. By synthesizing existing research, this article aims to inform improvements in teacher training programs and promote the development of resilient, reflective, and competent educators in the Malaysian context.

INTRODUCTION

Basic teaching skills serve as the cornerstone of effective pedagogy, providing trainee teachers with the necessary foundation to facilitate learning before they incorporate more advanced instructional strategies (Tabieh et al., 2022). These foundational competencies—ranging from lesson planning and classroom management to instructional delivery—are vital for ensuring that preservice teachers can meet the diverse needs of learners and contribute meaningfully to educational goals. Within the Malaysian context, teacher education programs in both public universities (IPTA) and teacher training institutes (IPG) have increasingly emphasized the importance of developing such skills to ensure teacher readiness and professional quality.

As Malaysia continues to strengthen its education system, mastery of teaching fundamentals has emerged as a key concern among stakeholders, particularly given the complexity of today’s classroom dynamics and the growing expectations placed upon educators (Omar et al., 2020). Trainee teachers are not only required to demonstrate technical pedagogical competencies but also soft skills that support their professional identity, such as communication, adaptability, and collaboration (Wafa & Sutomo, 2023). Therefore, ensuring that trainee teachers acquire and internalize both basic teaching and soft skills is central to cultivating effective educators who can navigate 21st-century educational challenges.

This paper systematically reviews existing literature concerning the acquisition and demonstration of fundamental pedagogical competencies by trainee teachers within the Malaysian educational landscape. Utilizing a narrative review approach with systematic search strategies and manual citation tracking (Ag-Ahmad et al., 2022), this review synthesizes findings from scholarly articles, policy papers, and institutional reports related to teacher training, skill development, and professional preparedness. It highlights the current state of mastery, identifies the key challenges trainee teachers face, and evaluates the effectiveness of current training methodologies in addressing these issues (Isa et al., 2021). The review concludes by offering recommendations for enhancing teacher education policies and practices, with the goal of cultivating competent, reflective, and professionally grounded educators in Malaysia.

Background of Teaching Skills

Teaching skills form the bedrock of effective classroom practice, encompassing a wide range of competencies that integrate theoretical understanding and practical application in real-world teaching contexts (Phang & Tahir, 2012). These foundational skills are critical in establishing a conducive learning environment, managing classroom dynamics, and facilitating both academic achievement and the holistic development of students. For trainee teachers, mastery of these basic teaching skills is indispensable, as it directly influences their ability to deliver lessons effectively, manage student behavior, and enhance student comprehension (Masran et al., 2019).

In addition to managing the learning environment, these competencies equip educators with the flexibility to adapt their instructional approaches to meet the diverse needs and learning styles of students (Parveen et al., 2021). This adaptability is especially relevant in today’s increasingly complex and multicultural classrooms. In Malaysia, the focus on teacher competence has intensified in recent years, as policymakers and education stakeholders recognize the pivotal role of teachers in shaping student success and national educational outcomes (Omar et al., 2020).

Overall, the background of teaching skills underscores the critical need for structured and responsive teacher education programs that go beyond content delivery to ensure that trainee teachers are fully equipped with the core pedagogical abilities required for contemporary teaching demands. These programs must integrate theory with hands-on experience, providing meaningful opportunities for practice, feedback, and reflection to foster deep professional growth.

Importance of Basic Teaching Skills

The role of teachers has evolved significantly over the decades—from being mere transmitters of knowledge to becoming dynamic, holistic educators who are expected to foster critical thinking, emotional intelligence, and lifelong learning among students (Adnan & Matore, 2022). This transformation reflects a broader recognition that the quality of teacher preparation is directly linked to the quality of educational outcomes. Consequently, the development of competent and adaptive educators is now seen as a cornerstone for advancing national education systems and promoting student success (“International Journal of Instruction,” 2018). At the heart of this professional competence lies the mastery of basic teaching skills, which underpin effective classroom instruction and meaningful student engagement (Kwaah & Palojoki, 2018).

These foundational skills—such as instructional clarity, effective classroom management, and assessment literacy—not only enable teachers to deliver lessons efficiently but also support the creation of inclusive and supportive learning environments. In doing so, they contribute significantly to students’ academic performance, personal development, and motivation to learn. Furthermore, in the increasingly complex landscape of 21st-century education, teachers are required to integrate pedagogical expertise with professional competencies such as adaptability, reflective thinking, and collaboration to meet diverse learner needs (Wafa & Sutomo, 2023).

Equally important is the ability to evaluate learning outcomes, provide constructive feedback, and engage in continuous professional development to remain responsive to evolving educational paradigms (Rositsa, 2020; Saengchai et al., 2020). Therefore, basic teaching skills are not merely preliminary tools but are essential building blocks that support the integration of more sophisticated instructional methods. Their mastery is especially vital for preservice teachers, as it lays the groundwork for their future roles as effective, reflective, and student-centered educators (Tabieh et al., 2022).

Context of Trainee Teachers in Malaysia

Like many education systems worldwide, Malaysia faces the critical task of preparing trainee teachers who are capable of meeting the demands of an increasingly dynamic and complex teaching environment (Chan et al., 2021). The effectiveness of teacher preparation programs directly influences the quality of future educators, especially as societal expectations for schools and teachers continue to evolve rapidly. In this context, Malaysian teacher education institutions, including public universities (IPTA) and teacher education institutes (IPG), play a vital role in equipping preservice teachers with the core teaching competencies required for professional success (“Pedagogical Knowledge and the Changing Nature of the Teaching Profession,” 2017; Andrews & Richmond, 2019).

Extensive research has shown that teacher quality is among the most significant factors affecting student outcomes, often surpassing variables such as socioeconomic background, language proficiency, or ethnicity (Dubash et al., 2020). Therefore, a strong foundation in basic teaching skills is not only desirable but essential for ensuring the effectiveness of Malaysia’s future educators. A clear understanding of how trainee teachers currently acquire these skills, including the strengths and gaps in their training, is vital for informing improvements in teacher education programs (Fessehatsion & Peng, 2020).

In addition, Malaysia’s multicultural and multilingual classrooms present unique challenges that require trainee teachers to develop culturally responsive teaching strategies. The ability to navigate diverse student backgrounds, beliefs, and learning styles is increasingly viewed as a professional imperative (Idrus et al., 2023; Liskinasih et al., 2020). Hence, any review of teacher preparedness must consider how training institutions are addressing these realities through curriculum design, practicum experiences, and mentorship opportunities.

Basic Teaching Skills

Basic teaching skills refer to a core set of pedagogical competencies that are fundamental to effective teaching. These include lesson planning, classroom management, instructional delivery, student assessment, and communication—skills that serve as the building blocks for more advanced and innovative teaching practices (Zhang & Zhang, 2020). Through teacher education programs, these competencies are systematically introduced and practiced, enabling preservice teachers to transition from theoretical knowledge to practical classroom application (Sadeghi & Richards, 2021). Their mastery allows novice teachers to manage classroom dynamics efficiently, communicate lesson content clearly, and support diverse student learning needs.

One critical component of these foundational skills is the ability to plan and execute coherent lesson structures. Effective lesson planning ensures that content is delivered logically, time is managed efficiently, and learning objectives are met. In parallel, assessment literacy, knowing how to evaluate students’ progress and provide meaningful feedback, is equally vital in guiding instructional decisions and fostering student growth (Ojo et al., 2017). Equally important is classroom management, which includes setting expectations, maintaining discipline, and creating a safe, inclusive learning environment where students can thrive.

Moreover, in line with current global educational shifts, these foundational competencies must be continuously updated to incorporate 21st-century learning demands such as collaboration, critical thinking, and digital literacy. However, integrating these modern elements into traditional teaching practices remains a challenge for many trainee teachers (Syofyan & Oknaryana, 2021). Therefore, strengthening the mastery of basic teaching skills—while aligning them with emerging educational trends—is essential for building the confidence and adaptability of Malaysia’s future educators.

Soft Skills in Teacher Education

In recent years, the development of soft skills has become an increasingly vital component of teacher education, complementing the acquisition of pedagogical knowledge. Soft skills refer to a set of interpersonal, intrapersonal, and professional competencies—such as effective communication, emotional intelligence, teamwork, and problem-solving—that enable teachers to navigate the complex social dynamics of the classroom and school environment (Tang, 2018). These competencies are particularly crucial in fostering holistic student development and in supporting a positive and inclusive learning atmosphere (Ngang et al., 2015). Within the Malaysian context, emphasis on soft skills is closely aligned with the national education agenda, which seeks to produce well-rounded educators who can meet the demands of a rapidly changing and diverse educational landscape (Dogara et al., 2020).

The shift towards prioritizing soft skills reflects global trends in education, recognizing that a teacher’s success is not solely determined by subject matter expertise, but also by their ability to inspire, lead, and adapt in various contexts (Adnan & Matore, 2022). Nevertheless, despite this growing recognition, a significant gap often exists between the theoretical instruction of soft skills and their practical application in real-life teaching settings (Zhang & Zhang, 2020). Many trainee teachers report difficulties in utilizing effective communication strategies, managing classroom behavior through interpersonal skills, and responding to diverse learner needs—all of which are central to professional teaching practice (Napanoy et al., 2021).

These challenges are often compounded by limited authentic opportunities for practice and reflection during teacher training programs. Without structured experiences that simulate real classroom interactions, trainee teachers may struggle to internalize soft skills meaningfully. Additionally, the fast-evolving educational context requires educators to solve complex, real-world problems with creativity, empathy, and resilience—traits that must be cultivated intentionally through experiential learning and reflective practices (Ballantyne et al., 2020). Therefore, it is essential for teacher education programs to move beyond surface-level exposure and embed the teaching of soft skills within pedagogical strategies, curriculum design, and practicum experiences (Rodríguez et al., 2021; Azzouzi & Gantare, 2024). Only then can trainee teachers be truly equipped to handle the multifaceted responsibilities of the teaching profession.

Challenges Faced by Preservice Teachers

Preservice teachers in Malaysia encounter a variety of challenges in their journey toward becoming competent and confident educators. One of the most pressing issues lies in the limited opportunities within training programs to translate theoretical knowledge into real-world classroom practice. Many trainee teachers struggle with classroom management, effective lesson planning, and adapting teaching strategies to accommodate the diverse needs of learners (Masran et al., 2019). These difficulties are often exacerbated by a lack of practical exposure and structured guidance, leading to reduced self-efficacy during their practicum experiences (Sujadi et al., 2019).

Another significant challenge stems from the persistence of traditional schooling models that many trainee teachers experienced as students themselves. These entrenched views can hinder their ability to address the unique needs of academically diverse learners, such as gifted students, those requiring remedial support, or individuals with special educational needs (Tomlinson et al., 1994). Moreover, the transition from theory to practice often presents a steep learning curve, as preservice teachers must manage dynamic classroom situations, maintain student engagement, and deliver content effectively—all while developing their professional identity (Chandra & Lloyd, 2020).

The variability in practicum environments and mentorship quality further complicates their development. Inconsistent mentoring practices and differing school cultures can limit collaborative learning opportunities and restrict exposure to best practices (Hardy, 1999). Additionally, a lack of structured cultural immersion and insufficient preparation to work with students from diverse backgrounds can impede the development of culturally responsive teaching approaches (Northcote et al., 2014; Liskinasih et al., 2020). These limitations often result in trainee teachers feeling underprepared, anxious, and lacking in confidence when faced with real classroom demands (Kurniasy et al., 2023).

Altogether, these multifaceted challenges highlight the urgent need for teacher education programs to enhance the integration of reflective practices, experiential learning, and personalized mentoring. Addressing these gaps will not only strengthen the practical readiness of trainee teachers but also build their resilience and adaptability—qualities essential for navigating the realities of modern classrooms.

Recommendations for Trainee Teachers: Strengthening Professional Readiness

As future educators navigating an evolving educational landscape, trainee teachers must take proactive steps to strengthen their professional readiness beyond the formal curriculum. One key recommendation is to cultivate habits of self-directed learning, such as engaging with current educational literature, attending relevant webinars or seminars, and maintaining reflective journals to consolidate learning from practicum experiences. These practices can enhance pedagogical insight and support the development of critical and reflective thinking skills that are vital for professional growth. Additionally, trainee teachers should seek out and embrace constructive feedback from mentors, lecturers, and peers. Feedback, when approached with openness and a growth mindset, can serve as a catalyst for refining teaching techniques and improving communication and classroom management skills.

Another crucial step toward readiness is to participate actively in professional learning communities, both within and beyond institutional settings. By connecting with peers, experienced educators, and broader education networks, trainee teachers can gain exposure to diverse perspectives, innovative strategies, and emotional support—resources that are invaluable during the challenging transition from theory to practice. Moreover, collaboration in such communities fosters a culture of continuous learning and shared professional responsibility. Lastly, it is imperative for trainee teachers to adopt the mindset of lifelong learners. In a field as dynamic as education, staying relevant requires ongoing efforts to upskill—whether through micro-credentials, graduate studies, or school-based professional development programs.

In sum, professional readiness is not merely the outcome of formal training but also the result of deliberate, sustained personal effort. By internalizing these recommendations—self-reflection, openness to feedback, collaboration, and lifelong learning—preservice teachers can better position themselves to become effective, adaptive, and resilient educators who are well-prepared to meet the multifaceted challenges of the teaching profession.

CONCLUSION

Mastery of basic teaching skills and soft skills is essential in shaping the effectiveness and professionalism of trainee teachers in Malaysia. These foundational competencies form the basis upon which instructional excellence, student engagement, and classroom adaptability are built. The literature clearly underscores the critical role these skills play in enabling preservice teachers to meet the diverse and evolving demands of modern education. However, challenges such as limited practicum exposure, gaps between theory and practice, and insufficient emphasis on soft skills continue to hinder the development of fully prepared educators. Addressing these issues requires a multidimensional approach involving curriculum enhancement, experiential learning, effective mentoring, and institutional support.

Moreover, the rapidly changing educational environment demands that trainee teachers not only possess technical pedagogical knowledge but also demonstrate emotional intelligence, cultural responsiveness, and professional adaptability. As such, teacher education programs must ensure that their graduates are equipped with both the competence and the confidence to thrive in real classroom settings. Equally, trainee teachers themselves must commit to continuous self-improvement, reflective practice, and collaborative learning. By strengthening the alignment between training objectives and classroom realities, Malaysia can nurture a new generation of educators who are not only skilled but also future-ready, resilient, and committed to educational excellence.

ACKNOWLEDGEMENT

This research was funded by Universiti Pendidikan Sultan Idris (UPSI) under the Geran Penyelidikan Universiti Berteraskan Pendidikan-IPGM (GPUBP-IPGM) (Code: 2024-0058-107-01). The authors wish to extend sincere appreciation to UPSI and participating institutions for their support and collaboration. The authors also express gratitude to the preservice teachers and academic mentors who indirectly informed this review through their shared experiences and practices.

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