Volume 3,Issue 5
The Intrinsic Motivation and Cultivation Paths for the Professional Development of “Dual-Qualified” Teachers in Vocational Colleges
With the rapid development of higher vocational education in China, the establishment of a “dual-qualified” faculty team has become a crucial aspect of faculty development in vocational colleges. This paper discusses the characteristics, current status, and effective pathways for cultivating a “dual-qualified” faculty. The article proposes the establishment of professional development standards, innovative training models, feedback adjustment mechanisms, and a scientific evaluation system, while exploring diverse talent cultivation approaches to facilitate comprehensive teacher development. The research conclusion indicates that continuous improvement of teacher training systems and assessment mechanisms is essential to meet the demands of vocational education for teaching staff, enhance the overall quality of the “dual-qualified” faculty team, and consequently improve teaching quality.
1. Yang S, 2023, Research on the Professional Development Goals, Paths, and Strategies of Teachers in Higher Vocational Colleges Under the Background of Implementing the National Dual-Qualification Teacher Standards: Based on Research and Reflections from Changzhou. Journal of Hubei Adult Education Institute, 29(05): 1–8 + 13.
2. Zhao X, Zhang Y, 2023, An Analysis of the Dilemmas and Breakthrough Paths of Professional Development for Dual-Qualification Teachers in Higher Vocational Education. Contemporary Vocational Education, 2023(04): 64–70.
3. Qiao Z, Ye Y, Shen R, 2023, The Professional Development of Dual-Qualification Teachers in Higher Vocational Colleges: Challenges and Safeguards. Scientific Consultation (Technology and Management), 2023(06): 195–197.
4. Jia C, 2022, An Analysis of Development Strategies for Dual-Qualification Teachers in Higher Vocational Colleges from the Perspective of Knowledge Management. Vocational and Technical Education, 43(34): 49–55.
5. Yang C, 2021, Exploration of the Connotation, Professional Development, and Training Pathways of Dual-Qualification Teachers in Higher Vocational Colleges. Journal of Teacher Education, 8(02): 40–48.