| Modern vocational education is moving towards the direction of high quality development,and the focus of development has shifted from scale development to connotation construction.At present,the curriculum,teaching,teachers and other key elements of vocational education are still the short board in the development,but also the key and difficult point to be broken through to promote the high-quality development of modern vocational education.As a special force in the development of vocational education,vocational education teaching-research staff plays a unique and important role in curriculum construction,teaching reform,teacher guidance and policy implementation.However,the construction of vocational education teaching-research staff is facing the triple dilemma of "unclear role","no standard to follow" and "no way out".Strengthen the construction of vocational education teaching-research staff,give full play to their bridge and intermediary role between vocational education theory and practice,between policy and practice,so as to make them become an important driving force in the high-quality development of modern vocational education,and become a practical problem to be solved urgently.Based on the above background,this study focuses on the construction of vocational education teaching-research staff’s occupational competency model,and mainly discusses the following questions: Why should vocational education teaching-research staff’s occupational competency model be developed? What should be vocational education teaching-research staff’s occupational competency model?How to develop vocational education teaching-research staff’s occupational competency model? How about vocational education teaching-research staff’s occupational competency model developed? What are the practical uses of this model and how can it be applied? In order to answer the above questions,this study,based on the theory of holistic competence,uses positivism paradigm and a variety of specific research methods,such as qualitative and quantitative methods,to conduct in-depth research on the model development,model verification and model application of vocational education teaching-research staff’s occupational competency model.In order to construct a scientific,reasonable and distinctive model of vocational education teaching-research staff’s occupational competency model,the role positioning of vocational education teaching-research staff should be clarified first.Through longitudinal analysis of roles of vocational education teaching-research staff in different historical development stages,and horizontal comparison of roles of vocational education teaching-research staff and relevant personnel,this study determined the role positioning of vocational education teaching-research staff as "six in one".The vocational education teaching-research staff is the researcher of vocational education teaching practice,the transformation of vocational education teaching theory,the instructor of vocational education curriculum and teaching,the leader of vocational education teacher development,the organizer of vocational education research activities and the adviser of vocational education policy.Based on the above role positioning,this study adopted the critical event interview method and the existing interview tools to conduct in-depth interviews with20 vocational education teaching-research staff.On the basis of sorting out the interview data,using coding technology,the interview data are grouped,coded and merged,from which 85 competency elements in 14 fields are extracted.In order to develop distinctive elements of vocational education teaching-research staff’s occupational competency,this study also uses task analysis method to conduct a comprehensive and in-depth analysis of vocational education teaching-research staff ’s job,and extracts 6 work fields,26 work tasks,95 competency elements of vocational education teaching-research staff.On this basis,the competency elements developed by the two methods are integrated,and finally condensed into three areas of occupational competency requirements,namely,teaching-research quality,teaching-research knowledge and teaching-research behavior.Teaching-research quality consists of personality quality,achievement motivation and professional identity.Teaching-research knowledge includes three elements: ontological knowledge,conditional knowledge and practical knowledge.Teaching-research behavior includes classroom teaching guidance,curriculum construction guidance,professional construction guidance,teaching staff guidance,organization of teaching and research activities,teaching research and administrative decision-making consultation of vocational education.In order to verify the scientificity and validity of the occupational competency model of vocational education teaching-research staff mentioned above,based on the interview data and job task analysis data,the occupational competency model measurement scale of vocational education teaching-research staff was designed and generated,and a questionnaire survey was carried out for full-time vocational education teaching-research staff in 15 provinces(cities and autonomous regions)of China.Through item analysis,reliability analysis and factor analysis,the theoretical model of vocational education teaching-research staff ’s occupational competency has been verified in practice.The verified vocational competency model is an important basis and reference for the construction and management of vocational education teaching-research staff.The competency model can be applied to the evaluation and performance management of vocational education teaching-research staff,so as to solve the problems of "unclear role" and "no criterion to follow" in the selection and evaluation of vocational education teaching-research staff.The competency model can be used to design the in-service training of vocational education teaching-research staff,establish a training curriculum system that truly conforms to vocational education teaching-research staff,and solve the "no way out" problem of professional development of vocational education teaching-research staff.In strengthening the status of vocational education type education background,this research choose the vocational education teaching-research staff this special group of people in academia has not caused,carried on the thorough research on their professional ability,the innovation of this research is mainly reflected in: first,through longitudinal historical analysis and horizontal comparative analysis,the role positioning of vocational education teaching-research staff as professionals is clarified;Secondly,using qualitative and quantitative research methods,the model of vocational education teaching-research staff’s occupational competency is constructed,and the different dimensions of the components of vocational education teaching-research staff’s occupational competency are revealed.Thirdly,the model of vocational education teaching-research staff’s occupational competency is applied to the construction of vocational education teaching-research staff,and the methods and strategies are put forward according to the reality. |
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