Strategy Study For Professional Development Of Teachers In The Secondary Vocational Schools Based On Cultivation Of "Double-quality" Teachers

With the progress of the society and the development of education itself, people putforward higher requirements on the vocational education and pay more attention to teachers’education and teaching quality.Therefore, professional development of teachers in thesecondary vocational schools is becoming more and more important,it not only conducives toimprove the quality of secondary vocational education in our country and the development ofthe students,but also relates to the teachers’own development and their professional skills,andrelates to the secondary vocational school teachers’ population quality and influence insociety.In recent years,the secondary vocational school teachers’ professional development hasmade certain achievements,but there are also many problems in general,it lags far behind thedemand for vocational education development, therefore, promoting professionaldevelopment of teachers in the secondary vocational schools,strengthening cultivation of“double-quality” teachers,improving teachers’“double-quality”，is an important task of theconstruction of teaching staff in vocational education at present in our country.The author collects relevant literature widely through literature extensive collection, onthis basis, the author starts to research in five secondary vocational schools of Wuxi throughquestionnaires, interviews, comparative study, statistical analysis,etc.,to understand thecurrent situation of the secondary vocational school teachers’ professional development, andanalyse the existing problems to put forward reasonable promotion strategy.The study includes the following six chapters:Chapter1, introduction.This chapter includes the research background, researchsignificance, research review, research methods and research ideas.Chapter2, relevant concept definition and theoretical basis.Including the definition of thesecondary vocational schools,teachers in the secondary vocational schools, professionaldevelopment of teachers in the secondary vocational schools,“double-quality” teachers,cultivation of “double-quality” teachers,and the elaboration of life-long education theory,human capital management theory, teachers’motivation theory, learning organization theoryand other theoretical basis.Chapter3, the investigation of present situation about professional development ofteachers in the secondary vocational schools. The author understands more deeply andcomprehensively of present situation about professional development of teachers in thesecondary vocational schools and the various factors that affect development,through aquestionnaire survey of secondary vocational schools in Wuxi and interviews with teachersand school administrators in the secondary vocational schools.Chapter4, analysis of problems and causes about professional development of teachersin the secondary vocational schools. From the result of questionnaire and interviews, the author finds the problems existing in professional development of teachers in the secondaryvocational schools and analyzes the causes.Chapter5, the promotion strategies for professional development of teachers in thesecondary vocational schools.The author explores strategies of professional development ofteachers in the secondary vocational schools mainly from the system construction, scientificmanagement, their own development and school-enterprise cooperation.Chapter6, conclusion. This chapter summarizes the research process and conclusions,and points out the shortcomings of this study.