Case Study Of Secondary Vocational Teachers’ Profession Development Leaded By Program Called Construction Of Demonstration School

As social and economic development make higher demands for secondary vocationaleducation, beginning in2010, the Ministry of Education has issued National Long-termEducation Reform and Development Plan and Secondary Vocational Education Reform andInnovation Action Plan (2010-2020), and proposed to strengthen the reform and developmentof model schools and the construction of quality characteristics schools.The “national reform and development of secondary vocational model school project”officially launched, selecting1000secondary vocational schools throughout the country,focusing on improving the quality and of professional teaching to make innovation andreform. They specifically includes: reforming the four modes (school-running mode, trainingmode, teaching mode, evaluation mode), innovating six links(teaching environment,professional settings, application of teaching materials, teaching methods, team construction,management system),obtaining three major achievements(students forming two kinds ofability: to get an employment or entrepreneurship and to continue to study; students obtainingprofessional qualification certificate as well as degree certificate; to promote the school inmaking two big contributions: to the industry development and to improve people’slivelihood). The construction of teachers’ team is listed as one of the key tasks.Based on the status quo of China’s secondary vocational education model schoolconstruction project and the case study of S school--the first batch of14Model Schools inHebei Province, the thesis applies the methods of literature review, case study, interview andquestionnaires, to verify the validity of the construction of model school teaching staff withthe actual situation of teachers’ professional development, and to explore the success andfailure, gain and loss in the construction of the teaching staff of the vocational model schools.The thesis is divided into the following chapters.Introduction: this part explains the reason to choose this topic and its significance alsoproposes dissertation research methods and defines related concepts.Chapter One: this part introduces the new challenges of the professional developmentthat the teachers face under the auspices of vocational school demonstration project, anddescribes what model school building is and the general requirements for the professionaldevelopment of teachers.Chapter Two: from the angles of both teachers and students, this chapter analyzes themacroscopic reality of the model school construction in the process of teachers’ professionaldevelopment in S school, including teachers’ basic profiles, features of professional development, work and study status, etc. and students’ basic cognitive and psychologicalcharacteristics to teachers and learning.Chapter Three: this chapter discusses the requirements of the professional developmentof S school’s teachers after its model school building, including the planning target of themodel school construction and the specific requirements for the various elements of theteachers’ professional development.Chapter Four: this chapter discusses the measures for the professional development ofteachers in vocational schools during the construction of demonstration school in S school,including the basis of measures, explicit measures, implicit measures and typical cases, etc.Chapter Five: this chapter introduces S school’s effectiveness of teachers’ professionaldevelopment in the process of building demonstration school, including the completion of thetask targets, improving relevant mechanisms, forming materialized fruits, enhancing teachers’professional development and cultivating professional leaders and key teachers.Chapter six: this chapter discusses the existing problems and future development plansfor the professional development of teachers in vocational schools.Conclusion: this chapter makes a summary of the paper and draws a conclusion.1.Model vocational school building effectively promoted the professional development ofteachers, and improved the teachers’ professional ability and practical capacity to anunprecedented height.2. Secondary model school construction made influences on theteachers’ professional development measures in terms of training thought and constructionmode.3. The practical construction of model school has deviations in the perspective ofteacher professional development. Then we note research limitations and offer somerecommendations for future research directions.