Research on the Construction of "Double-Qualified" Teachers in Higher Vocational Colleges

Abstract

The aim of this study is to explore the best practices in the construction of the "double qualified" teacher team in vocational colleges. Through interviews with 10 teachers, qualitative data analysis reveals three themes: the dilemma of "double qualified" teachers in vocational colleges in China, the training mechanism for "double qualified" teachers, and the guarantee measures for "double qualified" teacher training. These themes indicate that in the context of the reform of higher vocational colleges in China, the professional development of "double qualified" teachers has faced both opportunities and challenges. Interview research and theoretical analysis indicate that despite favorable national policies, the organizational environment still lacks an environment for eugenics, and the endogenous motivation of "dual teacher" teachers is also weak, which brings many challenges to the development of current "dual teacher" teachers. Combining interview results and cause analysis, exploring feasible paths from optimizing organizational environment and individual self-development can help change the current situation and find possible solutions.