China's Current " Double Type " Research On Construction Of Teaching Staff Policy

That the "double-competency" teaching staff becomes this paper's objective is based mainly on the following reasons:Firstly, because of the governmental promotion, the professional development of "double-competency" teaching staff has been seen one important part of the development of vocational education since the precept of "double-competency" teaching staff emerged for the first time in the document of pre-committee of education. So it requires us to make greater efforts altogether.Secondly, around the professional development of "double-competency" teaching staff, there are some problems and some experiences in practice. Although the theoretical articles about it have mushroomed, the majority is the summary about the practical experiences and external analysis of the practical problems, lack of the thoroughly practical research and theoretical analysis.The purpose of this paper is to focus on two elementary questions: what kind of "double-competency" teaching staff fit the need of vocational development? And what should we do to train the current teachers to become "double-competency" teaching staff? The author attempts to point out that "double-competency" teaching staff can meet the needs of current development of vocational education and we should carry out reforms of our education system to promote professional development of "double-competency" teaching staff thoroughly in the long run.The paper's basic train of thought is: at first, to introduce some provisions of "double-competency" teaching staff in relevant documents of ministry of education; afterwards, to analyze some theoretical research about it; Following, the author tends to understand practical status and find out the experiences and problems so as to establish the basis of the author's opinion; lastly, based on the comparing analysis of views among documents, articles and practice, the paper elaborates the current strategy for the professional development of "double-competency" teaching staff and the long-term strategy for vocational teachers' professional development.There are four parts in this paper:Part One: introducing some provisions of "double-competency" teaching staff in relevant documents of ministry of education, indicating the context, development and meaning of the policy about "double-competency" teaching staff.Part Two: analyzing current theoretical research about "double-competency" teaching staff and estimating them so as to provide the basis of part four.Part Three: introducing the understanding of local government about "double-competency" teaching staff, analyzing two relatively successful cases, discussing the problems and obstacles of the professional development of "double-competency" teaching staff in practice.Part Four: comparing and analyzing views among documents, articles and practice, rethinking the meaning and provision of "double-competency" teaching staff, pointing out the current strategy for the professional development of "double-competency" teaching staff and the long-term strategy for vocational teachers' professional development.