Profession food service vocational teacher

Food service vocational teachers for food service instruct students in their specialised field of study, food service, 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 food service-related profession. Food service vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of food service through assignments, tests and examinations.

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Personality Type

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

Knowledge

  • European food safety policy

    Assurance of a high level of food safety within the EU through coherent farm-to-table measures and adequate monitoring, while ensuring an effective internal market. The implementation of this approach involves various actions, namely: assure effective control systems and evaluate compliance with EU standards in the food safety and quality, within the EU and in third countries in relation to their exports to the EU; manage international relations with third countries and international organisations concerning food safety; manage relations with the European Food Safety Authority (EFSA) and ensure science-based risk management.

  • Food allergies

    The types of food allergies within the sector, which substances trigger allergies, and how they can be replaced or eliminated (if possible).

  • Curriculum objectives

    The goals identified in curricula and defined learning outcomes.

  • Food preservation

    Deterioration factors, controlling factors (temperature, additives, humidity, pH, water activity, etc., including packaging) and food processing methods to preserve food products.

  • 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.

  • Functional properties of foods

    Structure, quality, nutritional value and/or acceptability of a food product. A food functional property is determined by physical, chemical and/or organoleptic properties of a food. Examples of a functional property may include solubility, absorption, water retention, frothing ability, elasticity, and absorptive capacity for fats and foreign particles.  

  • Food hygiene rules

    The set of national and international regulations for hygiene of foodstuffs and food safety, e.g. regulation (EC) 852/2004.

  • 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.

Skills

  • 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.

  • Assist students with equipment

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

  • Observe student's progress

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

  • 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.

  • 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.

  • 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.

  • Facilitate teamwork between students

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

  • Adapt instruction to labour market

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

  • Work in vocational school

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

  • 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.

  • 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.

  • Assist students in their learning

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

  • 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.

  • 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.

  • 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.

  • 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.

Optional knowledge and skills

manage resources for educational purposes direct the preparation of food cultural customs on food preparation give advice on the matching of food with wine make artistic food creations work with virtual learning environments provide lesson materials perform classroom management use instruments for food measurement research new cooking methods customer service plan menus learning difficulties research new food ingredients create decorative food displays care for food aesthetic use cooking techniques identify nutritional properties of food use food preparation techniques compile cooking recipes advise on food preservation execute chilling processes to food products supervise food quality