Textile and fashion industry teacher

Briefly explain what you do for a living.

I work as a vocational teacher in textiles and fashion industry at the upper secondary level, that is, I’m responsible for the planning and implementation of teaching for students studying for a vocational qualification and a further vocational qualification at Keuda’s location in Järvenpää.

How have you ended up in the profession of your choice?

My childhood dream profession was a crafts teacher. I applied to the department of craft science at the University of Helsinki twice, but I wasn’t selected. In my fashion and clothing studies at the university of applied sciences, I was particularly interested in making clothing patterns, and working in the industry seemed fascinating. At the beginning of my career, I worked as a garment technician in a clothing factory. Later, my journey continued to the procurement department of the central corporation. As a career highlight, you could consider a product development project I participated in with foreign subcontractors in China, India and Bangladesh. The project improved the design and fit of clothing to make it more suitable for the body of a Finnish woman.

After several applications, I was able to start a teacher’s pedagogical studies, and I have worked as a full-time teacher since 2015. In hindsight, I’m very pleased that my journey to teaching has been longer than I planned.

Describe your typical working day or week.

My typical working week consists of four teaching days at the educational institution and, for one working day, I plan teaching, monitor the progress of students’ studies, prepare training agreements and make workplace visits.

What kind of work environment or working hours do you have?

Teaching takes place in the premises of the educational institution. I guide students six and a half hours a day. Before and after teaching, I often do miscellaneous tasks, such as the assessment of practice works, emails and other communications and meetings. However, my work is usually done within office hours.

What kind of competence or qualities are required in the profession?

A teacher’s work is very varied. In addition to basic skills in making clothes and guiding different kinds of learners, I’ve a lot going on in my daily life. As the age distribution of students is 16–60 years, the work also requires good interaction skills. Working with young people requires more of an educator’s role, while the career goals of older students may be very goal-oriented. For example, they may have come to acquire a new profession as entrepreneurs in the sewing industry. Cooperation between the educational institution and working life and students’ work placements require a lot of advance planning. Time management skills and the organisation of your own work are emphasised in keeping your everyday life running smooth.

What is the best thing about your profession?

The best aspects of a teacher’s profession are the versatility of the work, the possibility to develop teaching to match the times and networking with actors in your own field. As digitalisation increases, I’ve been able to maintain my own garment technician’s skills and also learn new things. In addition to making clothing patterns digitally, I have a new passion: 3D modelling. I’ve been able to get to know interesting companies during my workplace visits. Last time, I visited a factory that made bulletproof vests. In Taitaja skills competition activities, I get to network with teachers in the field.

What are the downsides of the profession or what seems challenging?

As the downside of the profession, it can be stressful from time to time. Being a teacher-in-charge brings its own difficulties: sometimes you feel the weight of young people’s challenges also on your own shoulders. Professionally, it’s challenging that textile crafts are no longer taught in comprehensive school to the same extent as in my own youth. There are a lot of differences in the students’ handicraft skills. Basic skills needed in making clothes, such as cutting fabric, drawing with a large ruler and calculating dimensions, are often learned for the first time.

What would you tell a person considering the profession of a textiles and fashion industry teacher?

I encourage those considering a vocational teacher’s career to take a bold leap into the world of schools. The textiles and fashion industry is more than just fashion. During working life periods, students get to familiarise themselves with theatre and film productions, the manufacture of work clothes and special products, and, of course, different kinds of sewing departments and design studios. Different kinds of competencies are needed to develop the industry and diversify competence.

How do you see the future of your profession?

As long as everyone puts on clothes in the morning, we also need competence in making clothes. Similarly, we need textiles and fashion industry teachers. The basics of making clothes combined with up-to-date digital skills provide an excellent foundation for diverse tasks in the fashion and clothing industry. That is why I encourage students to continue their studies after completing their vocational qualification, not only in higher education institutions in the fashion and clothing industry, but also in the business sector. 

Trends in recent years, such as the circular economy and sustainable development, have once again brought the importance of restoring clothes with sewing skills to consumer awareness. Custom sewers and clothing restoring services are needed now and in the future. As digitalisation increases, demand for clothing competence will diversify. For example, costume designers who understand the making of clothes and the anatomy of the human body are already hired for video game productions. The utilisation of 3D modelling in the design and manufacturing process of clothing will develop enormously in the next few years.