An Analysis Of The Dilemma Of Teachers’ Professional Development In Vocational Education

Vocational education takes "integration of production and education,employment orientation" and undertakes the important task of training skilled talents in China.Although vocational education has achieved a lot of remarkable achievements in the process of reform and development,in fact,vocational education still lacks the public’s deep concern.The reason is that vocational education lacks a group of “high,fine,specialized” or high-level,Specialized and highly skilled teaching staff,resulting in the current quality of vocational education personnel training can not meet the needs of the current social development of the realistic dilemma.After investigating several vocational colleges,the author finds that the key reason that hinders the improvement of the quality of personnel training in vocational education lies in the incompleteness of the professional education teacher training system.Many of these teachers are still "spoon-filled" teaching,and are particularly prominent in some practical and practical professional courses.Teachers largely ignore the cultivation of students’ professional skills and enable students to practice in a specific job.Without professional guidance,this has led to the inability of professional education personnel to meet the needs of social jobs.This article takes vocational education teachers as the research object,deeply interprets the relevant theories of professional development of teachers and the theory of vocational and technical education,and takes the theory of teacher professional development,competency-based and life-long education as the theoretical basis for the research,and interprets the connotation and reflects the status quo.The predicament of the professional development of vocational education teachers is the basic idea of research.With the help of literature research,international comparative analysis and questionnaire survey methods,we should understand the proper and actual status of the professional development of vocational education teachers,and use the logical thinking of system science.The method is to actively explore the relative system that can solve the current professional dilemma of professional development of vocational education teachers and the perfect theory construction strategy.The main body of the article starts from five parts.The first part,introduction.From the four aspects of policy promotion,theoretical selfawareness,actual breakthrough and practice reflection,explain the background of this study and the reasons for selecting the topic.The second is the basic narrative and summary of domestic and foreign professional development of vocational education teachers,and the basic framework of the article is presented in the form of technology roadmap.The second part is the theoretical basis for the professional development of vocational education teachers.It mainly analyzes the connotation of the theory of teacher professional development and the in-depth interpretation of its goals and standards.It also analyzes the importance of competence-based professional development of vocational education teachers from the perspective of psychology,human resources,and vocational education,and develops the concepts of lifelong education.To explore the characteristics of teachers’ professional development,such as stage,generative,and long-term.The third part analyzes the effectiveness and predicament representation of professional development of vocational education teachers.From three levels,the first is the basic situation of the professional development of vocational education teachers,including all aspects of professional title structure,age structure,education background and source of teachers,etc.to fully understand the basic status quo of vocational education teacher development;second is vocational education teacher The analysis of the effectiveness and predicament of the training of pre-teacher education stage found that at this stage the teacher’s training pays too much attention to the study of theoretical knowledge while ignoring the training of practical skills;the third is the analysis of the effectiveness and predicament of post-service development of vocational education teachers,and finds that vocational education teachers are From the time of on-the-job training to the continuing education of in-service capabilities,there are major problems.The channels,content,and methods of post-employment training for vocational education teachers are worthy of in-depth reflection and discussion.The fourth part analyzes the reasons for the professional development of vocational education teachers.The analysis of current situation finds that the reasons that affect the professional development of vocational education teachers are not single,and they are closely related to the reasons such as the training and training system for vocational education teachers,the certification system for vocational education teachers,and the auditing standards for in-service teachers.It is precisely because the access to professional education teachers and training training is often in the form,the professional development path of teachers is still quite obstructed,professional skills have not been greatly improved,and the understanding of professional development of vocational education teachers is not deep enough.What is most prominent at present is that there is no systematic and complete system security system for the training and training of vocational education teachers.In the training process,they tend to “train for training” to ignore the real needs of the teachers.The fifth part explores the optimization strategy for the professional development dilemma of vocational education teachers.The research is based on the content structure of the professional development of vocational education teachers,namely professional ethics and ethics,professional sentiment,professional knowledge,and professional competence.Professional development of vocational education teachers is divided into: pre-employment reserve phase according to the career development stage of teachers’ professional growth.The professional development of teachers in the normal stage of teacher education,the professional development of new teachers in the stage of internship at the internship stage,and the professional development of teachers in the in-service practice reflection stage.In addition,the training and training objectives of professional development of professional education teachers at each stage are appropriately matched with the contents of professional development of teachers,and the ternary subject coordination operation mechanism of “school-enterprise-school” is proposed,and the “five-step positioning and demand fusion” is proposed.The “enhanced protection mechanism and the “fourin-one” sustainable development mechanism are expected to jointly achieve the professional education development of vocational education teachers and improve and deepen the training system protection mechanism.