Research On The Influence Of The Professional Accreditation Of Engineering Education On Teachers’ Teaching

Higher engineering education is an essential part of modern higher education system,which plays an irreplaceable role in solving major engineering problems in production,life and meeting the important needs of the national economy and people’s livelihood.At present,China has established the largest higher engineering education system in the world,and the scope of higher engineering education ranks first in the world.In order to guarantee and improve the quality of higher engineering education,China began to explore the establishment of a modern quality assurance system of higher engineering education in line with international standards since the mid-1980 s.The design of engineering education quality assurance system aims to ensure the quality of personnel training and the professional quality of engineering education,and at the same time strengthen the macro management of engineering education by the state.Engineering education professional accreditation is an external quality assurance method for higher engineering education,it is a popular and effective institutional arrangement to ensure and improve the professional quality of engineering education.The transformation of quality assurance system into quality practice can not be separated from the important intermediary of university teachers,and the discussion on the implementation effect of engineering education professional accreditation system cannot avoid the research on the influence of engineering education professional accreditation on teachers’ teaching.This study attempts to explore the impact of the implementation of the professional accreditation system of engineering education on the teaching work of university teachers,and then analyzes how the professional accreditation system of engineering education has an impact on teachers’ teaching,and discusses its internal mechanism from the theoretical level in order to better promote the implementation of policies.In this study,qualitative research methods are adopted,and teachers who have passed the accreditation major in L universities are selected for interviews.According to the real teaching impact of engineering education professional accreditation mentioned by the interviewees,the influential aspects are classified into categories.The engineering education professional accreditation system has promoted teachers’ teaching reform to a certain extent,including teachers’ teaching philosophy,teaching content,teaching evaluation,teaching ability and the achievement of training objectives.In this study,the professional accreditation system of engineering education is placed under the dual structure model of higher education system to examine its impact on teachers’ teaching.Facing the external norm and operation mode of professional accreditation system of engineering education,teachers show individual differences in the adjustment and change of their internal norm and operation mode.Then teachers are classified into four types according to their differences: leader,changer,the weak and the marginal,so as to explore the causes of the impact.The impact of engineering education professional accreditation on teachers’ teaching work depends not only on the conceptual design and implementation means of engineering education professional accreditation system,but also on teachers’ own characteristics and initiative and their organizational environment.Among the four groups of teachers-leader,changer,the weak and the marginal-the mechanisms for the professional accreditation system of engineering education to play its role are identification-assimilation mechanism,norm-adaptation mechanism,constraint-achievement mechanism and compulsory-limited response mechanism.The three main influencing factors-namely,teachers’ professional identity,teachers’ recognition of engineering education professional accreditation systeminstitutional environment in university field and its influence on the implementation of the system,do not play an independent role,but jointly influence teachers’ cognition and behavior of teaching reform under the professional accreditation system of engineering education.