Education, Science, Technology, Innovation and Life
Open Access
Sign In

Construction Path of "Double Qualified (DQ)" Teachers in Higher Vocational Normal Colleges under the Background of Industry Education Integration

Download as PDF

DOI: 10.23977/aetp.2022.060819 | Downloads: 7 | Views: 68

Author(s)

Lian Zhai 1

Affiliation(s)

1 Sichuan Vocational and Technical College, Suining, Sichuan, China

Corresponding Author

Lian Zhai

ABSTRACT

Under the background of the integration of industry and education, vigorously cultivating applied technical talents is the fundamental task of the transformation of ordinary undergraduate colleges, and building a group of "DQ" teachers with both teaching and practical ability is the key to complete this task. Therefore, how to strengthen the construction of high-quality "DQ" teachers is a realistic topic whether ordinary undergraduate colleges can successfully realize the transformation. Based on the construction of "DQ" teachers in Higher Vocational Normal Colleges under the background of industry education integration, this paper explores the requirements of "DQ" Teachers and how to formulate a clear "DQ" teacher qualification certification system to achieve the goal of "DQ" teacher team construction. Through the form of questionnaire, this paper investigates the basic situation of the construction of "DQ" teachers in 6 ordinary undergraduate university in a province. A total of 335 questionnaires were distributed, of which 315 were valid, with an effective rate of 94.02%. Teachers were interviewed to understand the progress of the construction of local "DQ" teachers. The results show that most university are still in the exploratory stage of understanding the construction of "DQ" teachers. Most teachers are 43.31% familiar with how to build a "DQ" teaching team; 5.13% of teachers said they were "very unfamiliar", 14.41% of teachers said they were "unfamiliar", 32.94% of teachers said they were familiar with the construction of "DQ" teachers, and only 4.20% of teachers said they were familiar with the construction of "DQ" teachers. Therefore, therefore, the construction of "DQ" teachers is imperative.

KEYWORDS

Integration of Industry and Education, Higher Vocational Normal Colleges, "Double Qualified" Teachers, Research On Construction Path

CITE THIS PAPER

Lian Zhai, Construction Path of "Double Qualified (DQ)" Teachers in Higher Vocational Normal Colleges under the Background of Industry Education Integration. Advances in Educational Technology and Psychology (2022) Vol. 6: 119-125. DOI: http://dx.doi.org/10.23977/aetp.2022.060819.

REFERENCES

[1] Natallia, Yakavet, David, et al. On constructs and the construction of teachers' professional knowledge in a post-Soviet context. Journal of Education for Teaching, 2017, 43(5):594-615.
[2] Ahmad H., Latada F., Shah S R., et al. Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University. Arab World English Journal, 2017, 8(4):148-166.
[3] Oliveira E., Silva S., Nunes A. A Construo Do Ser Docente No Ensino Superior E Os Desafios De Ensinar Por Competncias / The Construction Of Teachers In Higher Education And The Challenges Of Teaching By Skills. Brazilian Journal of Development, 2020, 6(10):80372-80388.
[4] Shankland R., Rosset E. Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators. Educational Psychology Review, 2017, 29(2):363-392.
[5] Wang H., Wang L. The Research on Construction of Training Base for Civil Engineering Specialty under the Background of Integration of Production and Education. Advances in Education, 2017, 07(6):295-298.
[6] Malonda C K. Application of the Competency-Based-Education in the Electricity Option by Teachers of Optional Courses at Salama Technical Institute. American Journal of Educational Research, 2021, 10(1):27-38.
[7] Ma H., Ding A. Construction and implementation of a college talent cultivation system under deep learning and data mining algorithms. The Journal of Supercomputing, 2021, 78(4):5681-5696.
[8] Cox R. Improvements in College Teaching in the United Kingdom (Comparative Approaches to Higher Education : Curriculum, Teaching and Innovations in an Age of Financial Difficulties : Reports of the Hiroshima/OECD Meetings of Experts : Part 2 : Curriculum and Teac. american economic review, 2017, 107(10):79-87.
[9] RMVD Bosch, CA Espin, S Chung, Data-Based Decision-Making: Teachers' Comprehension of Curriculum-Based Measurement Progress-Monitoring Graphs: VAN DEN BOSCH ET AL.: COMPREHENSION OF CBM GRAPHS. Learning Disabilities Research & Practice, 2017, 32(1):46-60.
[10] DD Agyei, Voogt J. Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 2018, 28(4):547-564.
[11] Tondeur J., Braak J V., Ertmer P A., et al. Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research & Development, 2017, 65(3):1-21.
[12] Pelgrum W J. Attitudes of school principals and teachers towards computers: Does it matter what they think?. Studies in Educational Evaluation, 2017, 19(2):199-212.

All published work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2016 - 2031 Clausius Scientific Press Inc. All Rights Reserved.