Professionalism is an important aspect of the service industry. Therefore, cooking educators must integrate the needs and expectations of the culinary profession in the culinary curriculum. The main goal of teachers is to integrate the professional experience into training courses. Based on this, educators should use their professional experience to integrate theory and practice, use professional training to enhance students’ practical experience, and further develop the professional skills required by employers in their students. Practical teaching skills where educators need to have several years of newly recruited teacher practical experience and collaborate with innovation incubators and industry-academy research projects to enhance existing practical teaching skills and professional experience of teachers. They also stated that educators should use a collaborative approach to expand the industry-academy training model and teach professional resources to implement student internship programs. Despite the global economic downturn, the hospitality industry continues to grow, with jobs in the hospitality industry expected to increase. The growing demand for hospitality workers could translate into increasing demand, with more hospitality departments being set up in universities around the world. Hospitality students increased to 17 thousand from 2018 to 2020. To meet the educational and professional needs, vocational and technical colleges around the world have added instructors with relevant professional experience to help students learn and further improve the quality of their teaching to ensure a smooth relationship.
Also, whether these experienced teachers have excellent teaching quality to satisfy students is discussed in this article. In addition to comprehensive pre-service training, educators must participate in self-directed learning activities such as working in the industry to expand and update their professional experience and maintain the quality of teaching. Relevant research also shows that the level of professional experience of culinary educators is positively correlated with the quality of their teaching and its impact on students’ learning and career activities. Culinary educators are at the center of culinary education. Culinary educators should be constantly involved in self-learning to enhance their professional knowledge and teaching ability, and balance school policies and student learning expectations to improve the quality of culinary teaching and student learning satisfaction.
One of the aims of this article is to investigate whether the amount of professional experience can affect the quality of educator teaching. Another aim of this article is to evaluate the effect of culinary educators’ professional experiences on teaching quality, as measured by student learning satisfaction. The need for teaching quality varies by age. Wilson (1988) suggested that it is necessary to provide students with appropriate instruction, instruction, and assessment of practical ability programs according to their backgrounds. Also, educators are expected to use professional teaching skills to analyze students’ needs against their teaching objectives, and to use appropriate teaching materials, teaching approaches, and self-developed assessment tools to teach students. Also, educators are expected to be willing to teach students to develop appropriate teaching content and courses that enable them to achieve the instructional goals they need to achieve to meet the needs of students in the teaching process and to use appropriate teaching materials and approaches based on their professionalism for teaching to achieve student learning goals. All three aspects affect the quality of teaching, including the overall quality of teaching, the quality of school teaching, and the quality of educator teaching. Factors affecting these aspects may include educators and students themselves, educational and training objectives, teaching objectives, and teaching materials. Read more articles here.