The comprehensive implementation of the "Double High Plan" and the high-quality expansion of vocational undergraduate education have imposed higher demands on the professionalization, interdisciplinary competence, and innovative capabilities of faculty members in vocational institutions. "Dual-qualified" teachers, serving as the core pillar for the substantive development of vocational education, directly determine the quality of talent cultivation through their quantity, structural composition, and professional competence. School-based training, characterized by its targeted approach, practical applicability, and effective implementation, represents the most direct and sustainable pathway for vocational undergraduate institutions to build such faculty teams. Grounded in the requirements of the "Double High Plan" and the educational positioning of vocational undergraduate programs, this paper identifies current challenges in school-based training for dual-qualified teachers and proposes a new training model featuring precise objectives, modular content, diversified methodologies, project-based processes, comprehensive evaluations, and institutionalized safeguards. This framework provides theoretical foundations and practical solutions to enhance teachers' instructional skills, practical abilities, technical service capabilities, and innovative capacities, thereby enabling vocational undergraduate institutions to achieve high-level, distinctive development under the guidance of the "Double High Plan."