Research On Teacher Professional Practice Ability Training Mode In Fuyang Secondary Vocational Schools

It have been noticed in The 13~th Five-year Guideline of National Education Development,Instructions on Overall and Further Reform on Building Teachers’Team in New Era and the State Council’s Decision on Speeding up the Development of Modern Vocational Education that vocational schools should stick to the way of cooperation with enterprises and the method of combining learning and practicing in order to strengthen the education and learning and the implementation of the professional development model through integration of professional knowledges and on job practicing.In terms of the training of teachers,more training efforts should be made towards the du-teachers model while in terms of the development of training bases,high educational institutions and large and middle size enterprises may be relied on to develop cooperation.In accordance with the current needs of professional development the vocational schools are supposed to employ the occasional training model with teaching,learning and practicing,note the cooperation of the improvement of teaching methods and the performance review,pay of teaching programs,lay stress on organizing such activities as on job practices,emphasize the improvement of teachers’skills and strengthen the importance of upgrading teacher’s knowledges through working in enterprises.Therefore there are higher requirements on teachers’professional practicing capacities.Additionally,there is an urgent need to speed up the adjustment and development of the vocational education to meet the demands from vocational education practice.How to improve teachers’professional practicing capacity to meet the goal of contemporary vocational professional training is a new project for study.This project has been implemented through case studies and macro analyses,employing methods of literature researching and questionnaires as well as empirical analysis and logical analysis.On basis of emphasizing professional practicing capacities,the project is try to study the development model for teachers in Fuyan secondary vocational schools and address issues of teachers’professional development in terms of the development structures,materials and program models and the evaluation mechanics of teachers’professional practicing capacities,given the needs of teachers’development and relative issues under the current trends in Fuyan city.The study also aims to build a long term development plan for future implementation and provide a reference for teacher team building in Fuyan secondary vocational schools.According to the current stage of secondary schools in China and researches and studies done during the study,many issues,which due partly to the fast development paces,have been identified,such as trainers and the weak training foundation,which contribute to the definition of the contents and features of the development programs for secondary vocational teachers.This study analyses teachers’professional practicing capacities and the reform of secondary vocational education,introduces the professional development models for teachers in developed countries.Three categories of secondary vocational schools were chosen as samples for this study,including national reform and development model school,national secondary vocational school,state model secondary vocational school.Through the empirical studies on the training status of the secondary vocational profession capacity in Fuyan,problems and causes are identified in this paper.The innovation and key points of this project is to build a structural model for developing professional practicing capacities of teachers in secondary vocational schools in Fuyan,Anhui province.It highlights five principals,e.g.,professional principal,modular training principal,practice principal,combination of learning in class and on job principal,and multi-approaches principal.As to the design of contents and training modular,project research modular and on job practicing modular are developed in accordance with the demands of specific task driven modular to meet training needs.According to the specific modular program,corresponding training modular is designed,with consideration of particular disciplines.In respect of the structure and method,five basic training structures,including school based method,on job training method,school-enterprise method,independent method and training base method,are created through questionnaire investigations.Finally three evaluation mechanics are concluded:the first mechanic is the combination review of professional public lectures and seminars;the second is involving students’comments on teachers’performance;and the third is evaluation by professional associations or enterprises.Overall,it is a complex and systemic project for implementing professional development of teachers in secondary vocational schools.This project concerns the development of school teachers,professional plan,the improvement of education and the fundamental development of vocational education.It is necessary to regard it from perspectives of the national,social and economic development in order to train high quality talents,perfect the supporting system for teacher training programs,improve the training quality and set up models suitable for the professional developments of the secondary vocational teachers.To ensure the achievement of the goal of professional development project for the secondary vocational teachers,effective evaluation systems have to be set up through scientific selection,in different training models,which should be based on and designed in accordance with specific features of relative discipline teaching practices.