Comparative Study Of Higher Vocational Education Teachers’ Professional Development Stages And Implementation Strategy Between China And Germany

In 21st century, China is in its key period to realize the strategy of prospering the nation with science and education, strengthening the country on talents and striving to achieve more victories in construction of socialism modernization. Vocational education shoulders the important historical mission of educating millions of well-qualified workers and specialists. In recent years, China higher vocational education advances rapidly. The construction of higher vocational education teachers also gets great achievements. Basically it has formed its stable and professional teachers, the overall quality in teachers gets an explosive development. But in terms of the present stage, higher vocational teachers are faced with serious challenges. Higher vocational teachers’ professional development, the training models, training quality and scale haven’t met the need of higher vocational education. Domestic and overseas education practice proves that no teachers development, there can be no education development. To improve teachers quality is the key to strengthen teachers professional development. At present teachers professional development has become an issue that influence the education reform and development of the time. Due to the development of higher vocational education in China started late, higher vocational teachers’professional development lack of systematic research, however, higher vocational teachers’ professional development to improve the whole level of higher vocational teachers is of great significance. Therefore, it is a rapid and efficient way to take the successful experience of developed countries higher vocational education teachers’ professional development. In addition explore a suitable model for China’s higher vocational teacher professional development well be a shortcut.As vocational education power, after years of development, Germany has formed a comprehensive theory system of higher vocational education staff as well as practice of higher vocational teachers’ professional development. There are many favorable experiences worth using for reference. This essay, directed by educational theories, management and economy widely collected and using the comparison method, literature method and investigation method analyzed the former research results, absorbed some theories and methods from them. Both from China and Germany on the topic for the dynamic research to take up a comprehensive analysis and comparison of higher vocational teachers’ professional development phase between the two countries as well as the implementation strategy from two aspects. Through longitudinal cut into the macro, meso and micro three dimension, contrast analysis these problems in our country at present and the past experiences and lessons are summarized. In addition from the policy guarantee mechanism, organization and management, self-management three dimensions transverse mounted in order to put forward the concrete implementation of higher vocational education teacher professional development strategy in our country. Then through combining Germany advanced experience with China’s national conditions, the paper put forward relevant counter-measures to improve our vocational education teachers team, hoping for inspiring China’s higher vocational education teachers training.