| Secondary vocational education,as the foundation of vocational education,mainly cultivates junior and middle-level professionals and technicians,and its particularity determines that teachers in secondary vocational schools should be double-quality talents with both solid professional theoretical knowledge and excellent professional practical skills.The study of professional development of double-quality teachers is conducive to the construction of teachers in secondary vocational schools,the improvement of students’ knowledge and skills as well as the improvement of school education and teaching quality.In this paper,the current situation of professional development of double-quality teachers in secondary vocational schools is investigated and analyzed by using the methods of literature,questionnaire and interview in three secondary vocational schools in L City from economically underdeveloped areas.200 questionaires are distributed to the double-quality teachers from three schools during the investigation and 81 of them are proved valid.Meanwhile,20 relevant persons including 10 double-quality teachers,5 school leaders as well as 5 ordinary teachers are interviewed.The reliability and validity of the survey results and questionaires are tested by means of SPSS24.0.According to the questionnaire,the interview,the collected data and materials that have been refined and analyzed,the conclusions are drawn as follows: the development of double-quality teachers’ professional practice ability in three secondary vocational schools has achieved certain results.The secondary vocational schools begin to attach importance to the development of double-quality teachers’ professional practice ability and some specific measures has been taken gradually.Also,the double-quality teachers themselves have paid more attention to the promotion of professional practice ability.The study shows that the problems are mainly reflected in the following three aspects:the teachers’ awareness of promoting their own professional practice ability needs to be changed;the double-quality teachers lack the autonomous consciousness of professional practice ability;the way of development of the double-quality teachers’ professional practice ability need to be broadened.The main reasons that affect the professional development of double-quality teachers in three secondary vocational schools are the difficult implementation of the relevant policies and regulations of the state as well as the local governments,the lack of practical effect on teachers’ training,the unreasonable identification system,the lack of relevant incentive measures,the imperfect evaluation mechanism,the single-way improvement of the teachers’ practical ability and so on.Based on the above research,this paper proposes that both the whole country and the local governments need to ensure the implementation of the policy of the doublequality teachers’ professional development.What’s more,secondary vocational schools should establish a reasonable standard for the identification of double-quality teachers.Also,secondary vocational schools should improve the evaluation mechanism of the double-quality teachers and at the same time they are supposed to enhance the autonomous promotion of the double-quality teachers’ practice ability.The study aims at promoting the professional development of double-quality teachers and the construction of double-quality team to a higher level with the expectation of providing reference for the secondary vocational education in economically underdeveloped areas. |
