Profession agriculture, forestry and fishery vocational teacher

Agriculture, forestry and fishery vocational teachers instruct students in their specialised field of study, agriculture, forestry and fishery, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for an agriculture, forestry or fishery profession. Agriculture, forestry and fishery vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of agriculture, forestry and fishery through assignments, tests and examinations.

Personality Type

• Social / Realistic
• Social / Artistic
• Social / Investigative

Knowledge

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

• Teamwork principles

  The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

Skills

• Adapt instruction to labour market

  Identify developments in the labour market and recognise their relevance to the training of students.

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Monitor developments in field of expertise

  Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

• Work in vocational school

  Work in a vocational school that instructs students in practical courses.

• Maintain students' discipline

  Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

• Work with virtual learning environments

  Incorporate the use of online learning environments and platforms into the process of instruction.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Provide lesson materials

  Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

• Facilitate teamwork between students

  Encourage students to cooperate with others in their learning by working in teams, for example through group activities.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Adapt teaching to student's capabilities

  Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Develop course outline

  Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

• Support fishery training procedures

  Support colleagues progress in their line of work by increasing their job specific know-how.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Instruct on safety measures

  Provide instruction on the possible causes of accidents or sources of danger and explain the protective measures that should be taken to guarantee health and safety.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

Optional knowledge and skills

Source: Sisyphus ODB