Analysis On The Strategy Of Professional Development Of "Double Qualified" Teachers In Higher Vocational Colleges

The construction of “dual-qualified” teachers in higher vocational colleges is the key to the reform and sustainable development of higher vocational education in China.Building a highly qualified "dual-qualified" team of teachers is not only a basic guarantee for the development of higher vocational colleges,but also a requirement for teachers' professional development.In recent years,in order to meet the needs of the rapid development of higher vocational education in our country,more and more attention has been paid to the construction of "dual-qualified" teachers,and many related policies have been introduced to ensure its development.However,due to the short construction time of “dual-qualified” teachers in higher vocational colleges,the identification of "dual-qualified" teachers is not standardized,difficulties in the implementation of teacher management mechanisms and other factors.The professional development of“dual-qualified” teachers in higher vocational colleges in China is still facing such problems as the nonstandard assessment standards,imperfect training mechanisms,incomplete scientific research management and guidance models,deficient assessment and incentive systems,and neglect of teachers' individual needs and autonomous professional development,which have seriously affected the overall level of “dual-qualified” teachers and affected higher vocational institutions.The quality of training has restricted the further development of higher vocational education in China.This research conducted empirical research on the training based on professional teachers for vocational education in Guangxi University of Science and Technology,the “double-qualified” teacher identification pilot work office in Guangxi Higher Vocational Colleges,and Liuzhou Vocational and Technical College through questionnaires and interviews.It obtains real first-hand information,and on the basis of investigation,analyzes the current difficulties and causes of the professional development of “dual-professional” teachers in highervocational colleges in China,and learns from national model vocational colleges and some excellent vocational colleges.The purposes of this research are to do a good job,to explore the strategy to promote the possibility of professional development for "dual-qualified" teachers,and to explore the theoretical and practical aspects of realizing professional development and the overall development of teachers for “dual-qualified” teachers.In the first part of the paper(Introduction),mainly expounding the importance of the professional development of the “dual-professional” teacher team in higher vocational colleges,and reviewing and learning about the current research status of professional development of“dual-qualified” teachers in vocational colleges from the overall development of people and related theories of teacher professional development,the professional development of teachers in higher vocational colleges,the connotation,influencing factors,management and training paths of the “double-qualified” teachers' professional development.The second part is the theoretical basis of the definition and research of the related connotation concept.The key concepts involved in the paper are clearly defined,overcoming the previous one-sided comprehension of the connotations of “dual-professional” teachers,and making more in-depth and comprehensive clarification of the connotations,basic characteristics and literacy of “dual-professional” teachers.It also rationally explores relevant theoretical foundations such as teacher professional development theory,human resource management theory,needs hierarchy theory,and human overall development theory,standing on the perspective of an all-round development of human beings,thinking and analyzing creatively,and focusing on teachers' realization of themselves as “human beings”.Individual professional development has expanded the connotation of the professional development of “dual-qualified”teachers in higher vocational colleges and supplemented the theoretical studies of the“dual-qualified” teachers.The third part is the empirical investigation and analysis.Through selecting such national demonstration vocational colleges as Liuzhou Vocational and Technical College,National Key Construction Vocational Education Teacher Training Base of Guangxi University of Science and Technology,and Office of Guangxi Higher Vocational College “Double-qualified” Teacher Certification for investigating,the author conducted in-depth analysis of research data and finally found that,firstly,the current “double-qualified” teachers possess a relatively low proportion in the process of professional development;besides,the assessing criteria are imperfect.Secondly,theoretical knowledge is old because of the lack of professional skills,which indicates that the training system needs to be perfected.Thirdly,teachers lack scientific research ability,which suggests that the management and guidance mode need to be improved.Fourthly,teachers lackself-developing motivation,which exhibits that the assessment and incentive mechanism needs to be adapted.Lastly,colleges overemphasis on professional skills with teachers' individual professional development neglected.Among them,the lack of built-in social concepts and policies,the lack of investment construction,and imperfect education and management systems are the external factors that hinder the professional development of “dual-qualified” teachers.Additionally,the lack of educational belief,the lack of self-awareness of renewal,and the weak awareness of development are the main internal factors that are stopping the development of independent professional development of “dual-qualified” teachers.The fourth part is following the rules of professional development of teachers in higher vocational colleges,based on the theory of the overall development of people and the professional development of teachers,etc.Drawing on the achievements of national model vocational colleges and other excellent vocational colleges,it also puts forward an effective strategy for promoting the professional development of “dual-professional” teachers: firstly,an occupational skill appraisal committee and the standardization of accreditation criteria should be established,and a dynamic review mechanism should be launched.Secondly,cultivating and training systems should be perfected,linkages between pre-service and post-career training should be strengthened,diverse cultivating and training activities should be conducted,integration of production and education should be deepened,and the cultivation and construction of part-time teachers should be enhanced.Thirdly,application-oriented scientific research platforms in higher vocational colleges should be set up,research and innovation teams should be established,“dual-qualified” teachers and school-enterprise cooperation should be correctly guided,and committed scientific research work should be promoted.Fourthly,the career tenure of teachers policy should be canceled,specialized assessment and incentive mechanisms,Teacher introduction should be established and improved,and title appraisal,compensation and benefits,training assessment,and other aspects should be tilted toward “dual-professional”teachers.Fifthly,teacher development centers should be made good use of,teacher learning community should be well organized,and different teachers should be organized and guided to carry out professional and individualized career planning and diagnosis.Institutions should establish a “people-oriented” scientific and democratic management system that emphasizes teachers' subjective status and subjective initiative,while teachers themselves should enhance ability of independent professional development,and eventually achieve self-conscious professional development through understanding and adopting such methods as promotion,independent creation,and reflection and reconstruction.