A Study On The Education Model Of Specialty Teacher In Vocational School

Sustainable development of social economy has to depend on the upgrade andupdate of industrial structure and technical innovation. The rise and fall of traditionalindustry and new industry depend more on human resources, new technology andlaborer’s comprehensive qualities, which set a higher demand to vocational education,especially to the specialty teachers at vocational school.That requests specialtyteachers not only to have profound specialized theory knowledge, but also to haveintegrated educational teaching abilities and operating skills and abilities to guidestudents in engaging in operation practice efficiently, which is to say that they shouldhave the trinity of nature of academic, pedagogical skills and technicality. Nowadays,Vocational Teacher Education Institutions in our country still adopt university-ledmodel,which takes university for center and only concerns construction of specializedtheory knowledge, but ignores the promotion of practical ability. As a result, specialtyteachers can’t meet vocational education requirements. Therefore, the traditionaleducation model of vocational teachers should be reformed.The problems and causes are analyzed in pre-vocational education of specialtyteachers at vocational school from the curriculum program, the selection andorganization of context, practical teaching system and management and evaluation ofpractical teaching. Literature research method is used to summarized successfulexperience and shortcoming of PDS, the teacher education model systematically.Above all, according to characteristics of vocational specialty teachers and drawinglessons from PDS, in view of the experiences of German tow-way education systemand Austrian TAFE, rooted American PDS and English TPS, and combined with thetrend of vocational school teachers’ culture, the education model of specialty teacherat vocational school is put forward, Specialty Teachers’ Professional DevelopmentSchool, which is short for STPDS. The most remarkable difference between STPDSand PDS is that STPDS needs the participation of enterprises and institutions exceptvocational schools, Which means that STPDS breaks through the closed type of Vocational Teacher Education Institutions’ training vocational education teachersalone. The STPDS actively promotes socialization of training specialty teachers, andintegrates fully resources of Vocational Teacher Education Institutions (includingNormal University of Vocational Technology and training base of vocationaleducation teachers affiliated to normal university and key engineering universities),Enterprises (including working unit of graduates from vocational schools andindustry association) and Vocational Schools (including secondary vocationalschools and higher vocational institutes). They play full role to each superiority, andmake joint effects for training specialty teachers of vocational education, which reallyrealize the combination of theories and practice. During the cooperation, VocationalTeacher Education Institutions is predominant, and organizes, plans, coordinates andleads the the cooperation among the three institutions. STPDS not only promote theteaching of Vocational Teacher Education Institutions, and improve professionalqualities and cultivation quality of vocational education normal students; but alsopromote reformation of Vocational Schools and production and management ofEnterprises, which realize all-win of universities, Vocational Schools and Enterprises.The STPDS’ aims and function, cooperative partners, activity contents,conditions of running schools and mode of execution are expounded systematically.Then the STPDS’ characteristics and potential problems are analyzed. The purport ofthis paper is to provide reference for specialty teachers’ professional development ofvocational education, and further to lead teachers’ professional development ofvocational education in our country.