Construction Of The Competency Model For Professional Teachers In Higher Vocational Colleges And Its Application

It all started from five years ago, due to the training of professional teachers in Shanghai Teacher Training Center. I became interested in the teachers'expertise in higher vocational colleges. At that time, the curriculum reform of vocational education was in full swing, but the professional ability of professional teachers and the curriculum reform were far apart. Therefore, it has been nearly five years that I concerned about "vocational school teachers' professional growth" special research, in the previous research of the Shanghai Higher Education Association's scientific research project "higher vocational college teachers' professional growth path in Shanghai", Shanghai Education Science Research project "Exploration and Practice: enhance teachers'comprehensive ability in higher vocational colleges from the perspective of industrial restructuring and upgrading". Based on the above research, I have been thinking how can teachers in higher vocational colleges take the serious responsibility of bringing up high-quality technical and technical talents? What are the practical abilities for the professional teachers in higher vocational colleges? What is the competency model? What should be required for qualified teachers, key teachers and professional directors in different positions in vocational colleges? What are the professional knowledge and skills in practice for teachers in vocational colleges? What is the current status of professional competence of teachers in vocational colleges? How to improve the professional ability of teachers in higher vocational colleges?This paper tried to find out the responsibility and mission for the professional teachers in vocational colleges, which implied theoretical analysis of their professional competence and international comparison, using DACUM to develop a working table for higher vocational colleges. It established the professional ability model of vocational teachers in vocational colleges, and analyzed the knowledge and skills in different positions. Vocational competency model is used to analyze the professional competence of vocational teachers, and the vocational competency model is put forward to improve the professional competence of teachers.In the research, there were five major results:Firstly, after analyzing the practical tasks of professional teachers in higher vocational colleges, this research has developed twelve areas of competence: professional ethics education, professional training program, developing and designing curriculum plan, teaching design, teaching implementation, teaching reflection, development of teaching resources, service and management of students, guiding students' vocational skills, construction of training bases inside and outside the campus, professional growth, school-enterprise cooperation and research;Secondly, the questionnaire of "professional ability of professional teachers in higher vocational colleges" was developed. By exploratory factor analysis and confirmatory factor analysis, it was found that professional competence of professional teachers in vocational colleges was a multi-structure, comprised by 10 competencies and 44 abilities in higher vocational colleges. The scale has a higher validity by the item analysis of discriminating index, exploratory and confirmatory factors.Further study found that, in addition to their professional qualities, teachers' professional competence in vocational colleges was composed by the "basic vocational capacity, professional exploration ability", in which " developing and designing curriculum plan, organization and implementation of teaching, development of teaching resources, imparting professional ethics, serve and manage students and professional growth" belong to the basic vocational ability. "Development of professional personnel training programs, school-enterprise cooperation and production as well as research, guiding students' vocational skills, the construction of training bases inside and outside the campus" belonged to professional exploration ability.Thirdly,91 professional abilities and 16 professions were determined, and the ability level is divided into three levels of L1, L2, L3 according to the "10 Competence Fields,44 Competence Units" in the three positions of "Qualified Teachers, Key Teachers and Professional Directors" of professional teachers in higher vocational colleges; it analyzed the requirement of 91 vocational ability, knowledge and skills and 16 professional qualities;Fourthly,372 teachers in vocational colleges in China were tested by professional competency model. The results showed that professional competence of vocational teachers was above the moderate level, and there was significant difference among different school level, academic degrees, titles, teaching experience, performance and areas for the professional ability of professional teachers. Meanwhile, the reasons were analyzed according to the research phenomenon and data analysis;Fifthly, this article constructed the professional competency model of vocational colleges, developed the professional teacher training curriculum system of vocational colleges, and reasonable planning of their professional career in order to enhance the professional competence of teachers in higher vocational colleges.