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.

The following job titles also refer to business administration vocational teacher:

vocational teacher of business administration
vocational instructor in business management
vocational business administration teacher
business management teacher
business administration educator
business administration teacher
vocational instructor in business administration
business administration instructor
instructor in business administration
business management instructor

Associate’s degree is generally required to work as business administration vocational teacher. However, this requirement may differ in some countries.

ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:

• the nature of the work performed in an occupation in relation to the characteristic tasks and duties
• the level of formal education required for competent performance of the tasks and duties involved and
• the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.

Business administration vocational teacher is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to business administration vocational teacher.

hospitality vocational teacher
business and marketing vocational teacher
hairdressing vocational teacher
travel and tourism vocational teacher
beauty vocational teacher

These occupations require some skills and knowledge of business administration vocational teacher. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of business administration vocational teacher with a significant experience and/or extensive training.

This knowledge should be acquired through learning to fulfill the role of business administration vocational teacher.

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.
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.
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.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Economics: Economic principles and practices, financial and commodity markets, banking and the analysis of financial data.
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.
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).
Accounting: The documentation and processing of data regarding financial activities.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of business administration vocational teacher.

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.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
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.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
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.
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.
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.
Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students.
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.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
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.
Work in vocational school: Work in a vocational school that instructs students in practical courses.
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.

This knowledge is sometimes, but not always, required for the role of business administration vocational teacher. However, mastering this knowledge allows you to have more opportunities for career development.

Business management principles: Principles governing business management methods such as strategy planning, methods of efficient production, people and resources coordination.
Customer service: Processes and principles related to the customer, client, service user and to personal services; these may include procedures to evaluate customer’s or service user’s satisfaction.
Public finance: The economic influence of the government, and the workings of government revenue and expenditures.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Business process modelling: The tools, methods and notations such as Business Process Model and Notation (BPMN) and Business Process Execution Language (BPEL), used to describe and analyse the characteristics of a business process and model its further development.
Business processes: Processes which an organisation applies to improve efficiency, set new objectives and reach goals in a profitable and timely manner.
Sales department processes: The different processes, duties, jargon, role in an organisation, and other specificities of the sales department within an organisation.
Business ict systems: The software packages, hardware devices and new technologies used in supporting business processes such as enterprise resource planning (ERP), customer relationship management (CRM), mobile devices and network solutions.
Corporate law: The legal rules that govern how corporate stakeholders (such as shareholders, employees, directors, consumers, etc) interact with one another, and the responsibilities corporations have to their stakeholders.
Stenography: Capture of spoken words in its entirety, especially meanings and relevant details into written form.
Human resource management: The function in an organisation concerned with the recruitment of employees and the optimisation of employee performance.

These skills and competences are sometimes, but not always, required for the role of business administration vocational teacher. However, mastering these skills and competences allows you to have more opportunities for career development.

Develop classification systems: Organise archive or business records; develop classification systems to facilitate access to all information.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Teach customer service techniques: Teach techniques designed to maintain customer service standards at a satisfactory level.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of 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.

2320 – Vocational education teachers

 

 

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References

1. Business administration vocational teacher – ESCO