When analyzing the role of an occupational trainer there are different approaches:
1 .- The former is an artist
has had some roots in some sectors the idea that teaching is more art than science, but this aspect has no research tradition .
Training Occupational this exercised by trainers "polysemic" which is often given to improvisation rather than the systematization of the communication. It is obvious that an occupational trainer can not compare to the artistic use: Not a painter or a musician or a writer or a filmmaker. Its role is to be a cultivator of skills under rules, regulations and codes of a trade and a creator of hand combinations to suit the changing demands of socio-economic and professional markets. No need to be an artist but have a "dot" of creativity.
2 .- The trainer is a clinical
One of its tasks is to select between the inherent skills and teach a trade to make decisions for implementation.
Their role in the classroom is similar to that of doctors when they diagnose and make decisions. The trainer has to adapt his teaching to the advocacy group (students who have in class) as having the cultural background and therefore choose to follow the instructional process.
3.-The trainer is a researcher
The trainer must be a prospective researcher has to figure out the trend of the teaching occupation and the business sector where it is located. Has to make inquiries about student learning.
It raised questions about their practice action to ensure there are no discrepancies between what you do and what happens.
4 .- The trainer is a professional
Professionalism is based on the knowledge and skills that make individual actions are quality running
A professional trainer does not employ teaching routines or recipes but it fits the new situation and problems and know how to deal with it.
occupational A trainer must possess specific knowledge of the trade or occupation that has to teach: knowledge that is diversified in types and professional families that make it extremely complex: curriculum, pedagogy, learning processes of a worker age changes in socio-educational level, etc.
In my years of normal practice has been to meet with trainers who were professionals, but also with many who were not ... and there they were. Blame the system? ... Can!
But seeing the performance of some we thought they were "some artists" and that others had investigated and "clinical 0jo."
Anyone who provides training must be aware of the various facets that have his professional and try to cover all . Then you may be called "trainers" but also must receive the support of the competent authority and the means to make this possible.
Thomas
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