Introduction. Modern trends in higher education are focused on training teachers who are able to educate a new generation: people who are active, inquisitive, able to think creatively and act outside the box, mobile, ready for change, able to make life choices in the process of self-realization. N. N. Moiseev, revealing at the end of the last century the prospects for the development of university education, assigned a decisive role to the “TEACHER system” in transforming the “consumer character of civilization into an intellectual and creative one” [1]. They assessed the existing knowledge paradigm of education as not corresponding to the needs of the current stage of the historical development of mankind. In this regard, special universal competencies, which are called softs kills, or flexible (soft) skills, are in demand. In foreign countries, issues and strategies for the formation of soft skills have been studied since the middle of the 20th century. The appeal of Russian scientists to this problem is due to the changes that are taking place in the education system today. And they are addressed to the educational and personal requirements for modern professional pedagogical activity. The purpose of the study conducted by the authors is to identify flexible / soft skills, the formation of which is necessary for the professional self-realization of future teachers, the assessment of their formation in the process of pedagogical training.

Materials and methods. The study was carried out based on the diagnostic method. The study used the analysis of scientific literature, as well as the following methods: “Diagnosis of the level of partial readiness for professional and pedagogical self-developmen” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov); “Definition of cognitive-activity style» (L. Rebecca); «Questionnaire of interpersonal relations” (V. Schutz, adaptation by A. A. Rukavishnikov). The results of earlier studies on the stated topic, as well as the results of diagnostic work, are systematized and summarized.

Results. Soft skills are defined, the formation and development of which contributes to the professional development of future teachers and personal self-realization: communication skills, the skill “Effective self-management”, effective thinking. The results of a diagnostic study on the formation of the identified soft skills were obtained. The effectiveness of the educational process implemented in the course of professional pedagogical training has been proved.

Discussion. The effectiveness of the educational process carried out in a pedagogical university and aimed at developing future teachers not only professional competencies, but also the so-called flexible skills is noted. These skills are a necessary component of the professional culture and personality of the teacher. Their formation and development in future teachers is carried out in the educational process, thanks to the use of modern interactive, adaptive technologies.

Conclusion. The identified soft skills refer to professionally and personally significant soft skills, increase the level of readiness of future teachers for professional pedagogical activity and success in personal self-realization. The development of these skills is ongoing and not only in a pedagogical university. It is concluded that the formation of soft skills in the process of professional training implemented at a pedagogical university is determined to a large extent by the choice of forms, methods, and teaching technologies. The author's selectivity in the choice of soft skills for the professional development of future teachers is noted.

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