A Study on the Construction of Teacher Identity in Sino-African Joint Vocational Training Programs from the Perspective of Communities of Practice——Taking Chengdu Aeronautic Polytechnic as an Example
In the process of the implementation of Sino-African internationalization projects,school-enterprise cooperation has gradually become a necessary way to promote the implementation of projects.However,teaching group in schools is easy to be ne-glected.Among them,higher vocational colleges do not have a clear understanding of the identity construction of teachers in the inter-nationalization project,which causes certain difficulties for the specific implementation of the internationalized project.To this end,based on the case of the Sino-Senegal Talent Joint Training Project,the study uses the theory of"Community of Practice"to analyze the main role of the teacher community in the project,and clarifies the understanding of the project objectives.In addition,from the analysis of the social and historical context of the teachers in this project,the initial positioning of communicative behavior,psycho-logical accommodation strategies and communicative behavior skills,the methods and strategies to strengthen the initiative of the main body are proposed,so as to promote the effective construction of multiple identities of the teachers in the project and to promote the sustainable development of the Sino-African joint vocational training program.
Community of PracticeSino-Africa joint vocational trainingteaching groupidentity construction
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