On Developing Dual Qualification Teacher Programming In Higher Vocational Colleges

The construction of"dual-qualification"teaching team is the reflection of the core competence enhancement of higher vocational education, and also the internal need for highly-skilled talents'training. In this paper, the author thinks that the study of the dual-qualification teaching team construction is mainly conducted from such two aspects as the makings of"dual-qualification"teachers and the structure of the"dual-qualification"teaching team. The whole paper is reported in Six chapters, of which chapter Six is the focal point and chapter three ,four and five are the secondly focal points. And the study is carried out on the basis of documentary analysis, investigation, comparison and case study, and etc. The main chapters are as follows:Chapter I is the introduction, it gives an overview of the study background, the significance of study, study ideas, study method and its main contents, difficulties and innovations.Chapter II focuses on the definition of"dual-qualification"teachers and the theoretical and empirical basis of constructing"dual-qualification"teaching team. The author believes that"dual-qualification"teachers are characterized by their connotation of dual quality and extension of double certificates in vocational education; they are specialty teachers who are not only engaged in the teaching of their majors but also competent in the jobs of high technology. This paper takes the human resource management theories, the learning organization theories and the teacher's professional development theories as the theoretical basis of study. The first two schools of theories provide theoretical support for the administrator to conduct management to the"dual-qualification"teachers while the teacher's professional development theories emphasize on individual professional development and provide theoretical support for it.Chapter III is the analytical research carried on the"dual-qualification"teaching team construction in our higher vocational colleges. Through the macroscopic analysis of the policy-orientation of our"dual-qualification"teaching team construction, the author points out the main achievements having been made and also indicates some problems such as"dual-qualification"teacher's inadequacy in quantity and low in quality and etc.In Chapter IV , the author takes some advanced countries such as Germany, U.S.A., Australia, Japan, Singapore and some demonstrative vocational technological colleges of China as examples to provide references for the countermeasures for"dual-qualification"teaching team construction. Chapter V carries out the empirical analysis by taking Guangdong Institute of Science and Technology as an individual case. The author makes the analysis on the current situation of specialty teachers and part-time teachers in teaching team construction and also makes some quantitative and qualitative analysis on the countermeasures taken by the institute during the period of China's "Eleventh Five-Year Plan". Through these analyses, the author aims to prove the existence of these problems in our teaching team construction as mentioned above in Chapter three.Chapter VI puts forward the countermeasures for our"dual-qualification"teaching team construction. Aiming at solving these existing problems, the author introduces some advanced international and domestic practices as reference and in the meantime brings forward some countermeasures to ensure the strategic position of"dual-qualification"teaching team construction from idea transformation, safeguard mechanism, management practice and teacher training and etc.