Investigation And Strategy Analysis On The Current Situation Of Practical Teaching Competence Of ’Double Qualified’ Teachers In Secondary Vocational Education

As teachers’ group reflecting the characteristics of vocational education in China,the practical teaching competence of ‘double qualified’ teachers are directly related to the achievement of high-quality development goals in vocational education in China.In the context of the connotative development of vocational education in the new era,a rational examination of the current situation of the construction of the‘double qualified’ teacher team,promoting the professional development of ‘double qualified’ teachers,and achieving the improvement of the quality and level of vocational education are important issues that need to be paid much attention to and solved urgently.Currently,the academic community has gradually attached importance to the practical teaching competence of vocational school teachers,but there is a lack of research on the practical teaching competence of ‘double qualified’ teachers in secondary vocational schools.Therefore,this study will conduct research on the practical teaching competence of ‘double qualified’ teachers in secondary vocational schools,attempting to identify problems,analyze reasons,and provide suggestions.Based on defining the characteristics and connotations of practical teaching competence,this study takes competency theory and teacher professional development theory as its theoretical grounding,and uses literature research,questionnaire survey,and interview methods as its main research methods to conduct a survey on the current situation of practical teaching competence of ‘double qualified’ teachers in four secondary vocational schools in C city,J province.Through data analysis,it was found that there are structural imbalances in the construction of the ‘double qualified’ teachers’ team in the sample area in terms of gender,education,professional title,staffing,teaching experience,and enterprise practical experience.The overall level of practical teaching competence of teachers needs to be improved,and the development of various dimensions of practical teaching competence is uneven.According to the specific problems presented by the practical teaching competence of secondary vocational school ‘double qualified’ teachers in various stages,including‘understanding to identifying’,‘emulating to practicing’,‘internalizing to normalizing’,and ‘reflecting to applying’,this paper conducted attribution analysis and proposed some feasible suggestions.Specifically,in the ‘understanding to identifying’ stage,teachers should clarify their role positioning,realize their job responsibilities,and enhance their sense of professional identity.Secondary vocational schools should set teacher recruitment standards scientifically and plan teacher induction training content reasonably.In the ‘emulating to practicing’ stage,teachers should expand their practical teaching knowledge reserves,participate in enterprise practice,and grasp the characteristics of vocational school students.Secondary vocational schools should innovate the evaluation system of practical teaching and improve the evaluation level of practical teaching comprehensively.In the stage of ‘internalizing to normalizing’,teachers should pay attention to the integration of morality and improve their professional ethics and norms of practical teaching independently.Secondary vocational schools should face up to the reasonable interests and demands of teachers,and guide teachers to develop their own practical teaching professional ethics through innovative cultivation methods and teacher assessment systems.In the ‘reflecting to applying’ stage,teachers should enhance their self-reflection competence in practical teaching and carry out practical teaching reflection actively.Secondary vocational schools should support and ensure teachers’ practical teaching,learning,research,and reflection from multiple perspectives.