A Research On Development Of Double-professionally-titled Teachers’ Teaching Abilities In Higher Vocational Colleges

Higher vocational colleges are the main sources of high-quality workers who are needed by regional economic and social development; therefore, developing the higher vocational education vigorously is the inevitable choice for the future development of education in our country. While the development of teaching competency of double-professionally-titled teachers in higher vocational colleges (TCDTHVC) is an essential prerequisite of talents cultivation in higher vocational colleges, the enhancement of their instructional competency, which is a complicated and integrated system, requires coordination of every aspect in this system so as to achieve the actual effects. It is of great theoretical significance and practical value to systematically study TCDTHVC and effectively explore the developmental strategies for their sustainable development with the background of constructing the theoretical framework in vocational education system.Teaching competency of double-professionally-titled teachers in higher vocational colleges (TCDTHVC) refers to the theoretical knowledge, practical skills and emotional attitudes owned by the teachers who teach or research in the higher vocational colleges which are aiming to develop high-skilled talents with theoretical knowledge as well as practical skills and abilities for the grass roots of production, service and management. This means TCDTHVC should have both theoretical teaching abilities and practical demonstration skills. This paper investigates the current situation of TCDTHVC from five dimensions of teaching abilities including recognition, planning, management, practice and research, and analyzes the differences in the aspects of sex, age, teaching years, academic ranks and educational background. It finds that among the five aspects, ability of teaching recognition ranks the highest, followed by the abilities of teaching management and planning, and the abilities of teaching practice and research the lowest. Meanwhile, there exists remarkable differences among the development of TCDTHVC.Through literature search and investigation, this research, with theory of action learning as the theoretical fulcrum, has sufficiently demonstrated the fundamental opinions and related theories of action learning, and further analyzed how the theory of action learning could provide theoretical support for the development of TCDTHVC. In addition, according to the theory of action learning, it has also constructed the structural model for TCDTHVC from the three dimensions of meeting the needs of teaching activities, manifesting the missions of higher education, and highlighting the special characteristics of vocational education, through the combination of the current status and features of the development of TCDTHVC, on the basis of comparative analysis on typical structural models for teaching competency in China and foreign countries. In this model, with the influential factors and development trends of TCDTHVC as necessary conditions, the variables are effectively integrated into this model, so as to make it more scientific, complete and dynamic, which has manifested the characteristics of the structural model:pertinence of investigation, appropriateness of theories, systematicness of strategies, and scientificalness of effect evaluation.Based on the investigation and theoretical analysis of the current status of TCDTHVC and applying the structural model, this paper has put forward the fundamental strategies for the development of TCDTHVC from four aspects of motivation, prerequisite, crux and fundamental which can effectively promote the development of TCDTHVC. These fundamental strategies are policy guidance, professional support, platform construction, and self-improvement. The author opines that the improvement and development of TCDTHVC is a complicated systematic project, which is not only the issues related to individual teachers but also the results of the interaction of many kinds of factors, such as national educational policies, social environment, and school teaching notions. Viewing from the perspective of the theory of action learning, to make the implementation of action learning more effective and fruitful, policy planning, training and cultivation, direction and helping support, process monitoring, condition guarantee, motivation evaluation at organizational level, as well as the self-planning, scientific researching, active collaboration, and self-reflection at the level of individual teachers could not be avoided. In the meanwhile, evaluation has played an important role during the process of the development of TCDTHVC. Therefore, this research has explored and constructed the quality evaluation system for the development of TCDTHVC from the aspects like the contents, standards, and methods of evaluation. Specifically speaking, it begins with the analysis on the factors of the development of TCDTHVC and major working tasks these teachers have participated in, and then constructs the evaluation index system which has 3 Grade I indexes including profession construction ability, course construction ability, and teaching reform and innovation ability,9 Grade II indexes including the ability of designing majors, the ability of planning courses, the ability of teaching recognition, as well as 43 Grade III indexes including the designing and planning of majors and the formulation of talent training schemes.The creativity of this research mainly lies in two aspects. Firstly, it is the new perspective for researching. Through literature search and investigation, this paper has tried to introduce the theory of action learning, a classical theory in the training of enterprise and administrative management, into the solution of the important practical problem of the development of TCDTHVC. To explore and analyze the issue from this new perspective is inheritance and development to the theory of action learning, and it is a new exploration of methodology to courses and the theory of teaching which transcends the traditional education theory on development of teachers’teaching abilities. Secondly, it is the new content for researching. Based on sufficient absorption of the domestic and foreign researching fruits, this paper has made creative generalization and definition on TCDTHVC. It also has tried to construct a structural model for TCDTHVC from the perspective of the theory of action learning, proposed the development strategies, and constructed evaluation system, wishing to lay solid foundation for the construction of the theory system of the development of TCDTHVC, with correspondence to the economic and social development, technical progress, renovation of production methods, and social public service in our nation.There are very rich contents for researches on the development of TCDTHVC. Although this research has tried to explore the connotation, features, current status, models, strategies, and evaluation system of the teaching competency, there are still limitations.In the future researches, the scientific features of the model of the development of TCDTHVC, the pertinence of the strategies for the development of t TCDTHVC and the systematicenss and effectiveness of the evaluation system for TCDTHVC needs to be further enhanced.