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.

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Personality Type

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

Knowledge

  • 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.

  • Accounting

    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.

  • Economics

    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.

Skills

  • 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.

Optional knowledge and skills

business processes assist students with equipment business ict systems public finance business process modelling disability types teach customer service techniques develop classification systems corporate law provide lesson materials work with virtual learning environments business management principles stenography manage resources for educational purposes human resource management sales department processes customer service