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.

Personality Type

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

Knowledge

• Food preservation

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

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• 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.

• Food allergies

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

• 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.  

• 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.

• 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.

• Food hygiene rules

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

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.

• 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.

• 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.

• 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.

• 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 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.

• Assist students with equipment

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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• Work in vocational school

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

• 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.

• 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.

Optional knowledge and skills

Source: Sisyphus ODB