Profession business administration vocational teacher
Business administration vocational teachers for business administration instruct students in their specialised field of study, business administration, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a business administration-related profession, such as accountant or banker. Business administration vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of business administration through assignments, tests and examinations.
Would you like to know what kind of career and professions suit you best? Take our free Holland code career test and find out.
- Social / Realistic
- Social / Artistic
- Social / Investigative
- Business law
The field of law concerned with the trade and commerce activities of businesses and private persons and their legal interactions. This relates to numerous legal disciplines, including tax and employment law.
The documentation and processing of data regarding financial activities.
- Marketing principles
The principles of managing the relationship between consumers and products or services for the purpose of increasing sales and improving advertising techniques.
- Document management
The methodology of tracking, managing and storing documents in a systematic and organised manner as well as keeping a record of the versions created and modified by specific users (history tracking).
- 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.
- Financial management
The field of finance that concerns the practical process analysis and tools for designating financial resources. It encompasses the structure of businesses, the investment sources, and the value increase of corporations due to managerial decision-making.
- 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.
Economic principles and practices, financial and commodity markets, banking and the analysis of financial data.
- Curriculum objectives
The goals identified in curricula and defined learning outcomes.
- Learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
- Assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
- 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.
- 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.
- 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.
- Prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
- Work in vocational school
Work in a vocational school that instructs students in practical courses.
- Perform classroom management
Maintain discipline and engage students during instruction.
- Observe student's progress
Follow up on students’ learning progress and assess their achievements and needs.
- 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.
- Adapt instruction to labour market
Identify developments in the labour market and recognise their relevance to the training of students.
- Assign homework
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Facilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.