BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION (BTVTED)

Is a program that gives students the knowledge and skills to be able to teach technical-vocational

courses like Food and Service Management, Automotive, Electrical, Civil, and Drafting Technology,

and other courses. This program also involves a lot of education subjects.

Two types of curriculum are provided for regular high schools (public and private).

a. Technical-Vocational Education-based TLE and;

b. Entrepreneurship Education-based TLE. ... It covers three domains: Personal Entrepreneurial

Competencies, Market and Environment, and Process and Delivery.

Industrial Arts education provides lifelong learning patterns for living and working effectively in a

changing technological environment. Participants in Industrial Arts programming work actively in a

hands-on environment with technological tools, materials, and processes to transform concepts and

ideas into goods and services. Problems, ideas, and concepts are explored from the

research/investigation stage to product construction, and ultimately to final testing and assessment/

evaluation of the goods produced. Because of the changing nature of society and the workplace, the

practical skills and knowledge developed in Industrial Arts education are relevant to many other areas

of life.

Education needs to be about developing foundation skills. Industrial Arts provides students the

opportunity to work independently and co-operatively as they apply decision-making, problem-

solving, and critical-thinking skills to problems and/or issues. Additional skills such as inferring,

synthesizing, analyzing, and evaluating, as well as a complete range of communication skills including

listening, speaking, representing, viewing, reading, and writing are part of Industrial Arts classrooms.

These learning environments offer challenging, stimulating, and enjoyable activities that motivate

people.
Industrial Arts programming teaches students to apply knowledge and skills from other subject areas

as they learn new skills to analyze problems, design solutions, and create products.

Vision

Learning Environment Industrial Arts students are immersed in a holistic learning environment that

prepares them to adapt to a society in which the workplace is rapidly changing with advancing

technology and blurred career lines. Industrial Arts students gain a unique, meaningful, and practical

experience while learning in a facility that relates to out-of-school experiences. They gain a variety of

life and employability skills while working with hands-on applications.

Lifelong Skills
The Industrial Arts experience and environment leads to the development of life and employability
skills. Students gain technological literacy and an array of life skills. They learn to
■ manipulate materials and tools
■ interact with processes
■ define, analyze, and solve problems
■ design and create products
■ apply and integrate knowledge
■ work safely
■ manage time
■ manage information
■ work on teams
■communicate
■ observe and record data
■ show initiative
■ be responsible
■ be adaptable
Integration of Experience

Industrial Arts facilities provide the venue for the integration of learning experiences for students.
Students gain a new depth of understanding because of the integration of knowledge and skills in a
practical setting. Industrial Arts courses integrate a blend of knowledge in the physical and biological
sciences, social sciences, and the arts and humanities, with activities that incorporate the four
modalities of learning (kinesthetic, tactile, visual, and auditory). This integration can occur naturally
for the learner, or it may happen through a teacher-directed connection with other subject areas—a
process which the Industrial Arts learning environment innately encourages. This serves to add
relevance to the student’s overall learning experience.

The Learner
A student of Industrial Arts is an active learner in an activity based course that demands thinking and
doing. The student will:
■ take an active role in negotiating and planning specific activities to fulfill the learning outcomes
■ participate in activities from design and development, through production and evaluations of
activities
■ practice and execute the necessary skills in applying production skills
■ use combinations of intellectual, physical, and multiple sensory skills
■ participate as a member of a team
■ transfer and adapt previous learned knowledge, skills, and attitude

Teacher’s Role
is to:
■ be a facilitator and a co-learner
■ act as a role model
■ plan and manage themes and concepts
■ provide opportunities for students to develop skills and knowledge
■ be prepared to venture with students into unpredictable situations where, together, solutions to
technological problems will be pursued
Industrial Arts Teacher: Career Information for Educators

The 21st-century economy depends on a diverse array of talents and occupations. The work of

electricians, mechanics, carpenters, welders, and builders is essential to a functioning society. And it’s

up to industrial arts teachers to equip their students with the know-how and hands-on skills to

succeed in these crucial jobs.

Industrial arts teachers

Industrial arts teachers instruct students in an array of vocational subjects. Their courses may

focus on engine repair, heating and air-conditioning systems, welding, or wood- and metal-working.

They may also teach robotics, computer technology, graphic design, and/or computer-aided design

(CAD).

Industrial arts teachers are also known as industrial technology teachers, career and technical

education teachers, or wood/metal/auto shop teachers.

Who makes a good industrial arts teacher?

Someone who is:

 Good with their hands

 Fanatical about problem-solving

 A compulsive tinkerer

 Sociable and easy to talk to

 Patient and resourceful

 Capable of motivating and inspiring students

 Organized and careful about time management

 Devoted to service and education

  Thoughtful about interacting with people from diverse backgrounds

 Qualified with a degree in an education-related field

Industrial arts teachers in-depth

Most industrial arts teachers either teach students at middle and high schools, community colleges,

or vocational and technical training programs. Regardless of the level at which industrial arts is

taught, many of the responsibilities are consistent.

Industrial arts teachers must prepare lessons and activities that help students understand the job

functions of various trades. They frequently use demonstrations, hands-on activities, and repair or

construction projects. This teaching style requires them to effectively communicate with students on

how to use equipment responsibly.

Industrial arts courses involve more potential hazards than other academic subjects and an important

part of the curriculum covers safety procedures and preventive measures during potentially

dangerous activities like welding and metal-working.

Industrial arts teacher do give lectures and written assignments, as well as other traditional

assessments. The majority of class time, however, is spent working with students to complete hands-

on projects.

Teaching at various levels

One consideration in a career as an industrial arts teacher is at which level to teach. Some duties,

expertise, and skill level depend upon the educational level of the teaching institution.

A number of factors come into play in deciding which education level to teach. These include:

 Teacher’s educational level (postsecondary institutions typically require an advanced degree)

  Range of knowledge and experience in subjects and abilities; the higher the instructional level,

the more specialized field experience may be required.

 Age and maturity levels of students — from middle school to college

 Local salary considerations and employment opportunities

Middle and high school industrial arts teachers

Middle and high school industrial arts teachers usually focus on training students at an introductory

level. Middle school students usually are required to obtain credits in the class, while high school

students choose to enroll as part of their elective course load.

Middle and high school industrial arts teachers train students in one or more of the following skills:

 Carpentry

 Metallurgy

 Automotive technology

 Electronics and computer repair

 Technical drafting and computer-aided design (CAD)

 Robotics

 Building and construction

 Plumbing and heating system design and operation

 Graphic design

Postsecondary industrial arts teachers

Postsecondary industrial arts programs usually aim to prepare students to enter a specific job or

apprenticeship. Teachers work at community colleges and technical or vocational schools.

At the postsecondary level, students must receive the technical training they need to get a job as a

skilled tradesperson. In addition to introductory courses, industrial arts teachers are also responsible

for intermediate and advanced level courses. Because of this, postsecondary teachers usually

specialize in a specific field, such as carpentry, automotive technology, electronics, or computer

repair.

Some postsecondary industrial arts teachers work at community colleges. Others work for technical

schools or vocational programs tailored to particular industries such as home construction, welding,

or automotive repair.

Advantages and disadvantages

Pros:

 Inspire curiosity

 Connect with “nontraditional” students

 Help students graduate with skills for real-world employment

 Project-based and hands-on teaching

 Mentoring students on job and career matters

 Sharing the love of a trade

Cons:

 Assessment and material preparation

 Lower salary compared to other career options

 Usually necessary to have prior work experience before teaching particular trades

 Below-average job growth

 Some programs are underfunded and undervalued

Professional development for industrial arts teachers

Staying current on the latest developments in education and in vocational training are an important

aspect of being a successful industrial arts teacher.

Continuing education

Becoming an industrial arts teacher requires a high level of skill in two areas. First, you must have

mastery of the industrial arts you plan to teach. Second, you must have expertise in teaching itself.

No matter how skillful you are as a carpenter, you won’t succeed as an industrial arts teacher if you

can’t teach woodworking skills to others. If you want to improve your abilities as an educator,

consider pursuing a master’s degree in an education-related field.