Profession design and applied arts vocational teacher

Design and applied arts vocational teachers instruct students in their specialised field of study, applied arts and crafts, 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 applied arts and crafts profession, such as graphic designer or interior designer. Design and applied arts vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of applied arts and crafts through assignments, tests and examinations.

Personality Type

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

Knowledge

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Design principles

  The elements used in design such as unity, scale, proportion, balance, symmetry, space, form, texture, colour, light, shade and congruence and their application into practice.

• 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.

• Copyright legislation

  Legislation describing the protection of the rights of original authors over their work, and how others can use it.

• 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.

Skills

• Prepare lesson content

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

• Adapt instruction to labour market

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

• Facilitate teamwork between students

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

• Teach design and applied arts principles

  Instruct students in the theory and practice of applied arts and (visual) design principles, with the aim of assisting them in pursuing a future career in this field, more specifically in courses such as graphic design, landscape design, interior design, animation, and photography.

• 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.

• 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.

• 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.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Work in vocational school

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

• Work with virtual learning environments

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

• 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.

• Assist students with equipment

  Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• Assist students in their learning

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

• Observe student's progress

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

Optional knowledge and skills

Source: Sisyphus ODB