Construction Strategies for the"Dual-qualified"Ability of Vocational College Teachers in the Context of Type Education
In the context of typified education,this study examines the current status and challenges of"dual-qualified"capacity development for vocational college instructors,utilizing the MARS model of organizational be-haviors as a theoretical framework.It conducts an in-depth analysis of influential factors including role cognition,professional identity,policy orientation and resource assurance,defines the role positioning and capacity requisites for vocational college instructors and scrutinizes the internal logic of capacity construction.Drawing upon four di-mensions encompassing professional competence,practical skills,pedagogical proficiency and ethical integrity,this paper delineates and constructs a"dual-qualified"capacity framework tailored to vocational college instructor roles.From perspectives such as social cognition,skill orientation,teacher ecology evaluation systems,and support structures,effective pathways are explored to enhance"dual-qualified"capacities.
type of educationvocational college teachersdual-qualified teachersskill constructionMARS model
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