Profession further education teacher

Further education teachers organise and teach programmes designed specifically for adult learners. They impart a wide spectrum of subjects, ranging from academic areas such as mathematics and history, to trainings for personalitiy development, technical expertise or practical courses like languages and ICT. They teach and support adults aspiring to broaden their knowledge and their personal and professional skills and/or to achieve further qualifications. Further education teachers consider the previous knowledge and the work and life experience of the learners. They individualize their teaching and involve the students in the planning and executing of their learning activities. Further education teachers design reasonable assignments and examinations suitable to their adult learners.

Personality Type

• Social / Artistic
• Social / Investigative

Knowledge

• Adult education

  Instruction targeted at adult students, both in a recreational and in an academic context, for self-improvement purposes, or to better equip the students for the labour market.

• Training subject expertise

  The topic, content and methods of the training, acquired by doing research and following training courses.

• 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.

• 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

• Encourage students to acknowledge their achievements

  Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.

• Observe student's progress

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

• 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 teaching to target group

  Instruct students in the most fitting manner in regards to the teaching context or the age group, such as a formal versus an informal teaching context, and teaching peers as opposed to children.

• 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.

• 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.

• Employ pedagogic strategies to facilitate creative engagement

  Communicate to others on devising and facilitating creative processes through the use of a range of tasks and activities appropriate to the target group.

• Teach further education

  Instruct adult students, not participating in standard higher education, in the theory and practice of one or several subjects with the aim of self-enrichment, ranging from academic areas such as mathematics and history to practical courses including languages and IT.

• 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.

• Adapt instruction to labour market

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

• 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.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• Show consideration for student's situation

  Take students' personal backgrounds into consideration when teaching, showing empathy and respect.

• 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.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• 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.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• 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.

Optional knowledge and skills

Source: Sisyphus ODB