英国职业教育"双专业"教师培养及其启示OA

The team of double-qualified teachers in vocational colleges serves as a key point for advancing vocational education reform,and their cultivation quality directly determines the practical effectiveness of integration between industry and education.The UK's vocational education has formed a relatively mature cultivation system for dual-professional teachers,which relies on three pillars of support:initial teacher education and continuing professional development,industries and enterprises deeply participate in teachers'practical activities,and the entry mechanism centered on priority ones industrial or commercial experiences.These pillars enable teachers to dynamically acquire and consolidate educational literacy and industrial professional competence in authentic occupational scenarios.The cultivation of dual-professional teachers in the UK's vocational education presents distinct evolutionary characteristics:a shift from phased centralized training to continuing professional development,from education-system-based cultivate to deep embedding in industry,and from static certification to dynamic generation.In contrast,the cultivation of double-qualified teachers in China's vocational education remains,to some extent,shaped by a certification-oriented and outcome-oriented logic.Drawing on the cultivation of dual-professional teachers in the UK's vocational education,the cultivation of double-qualified teachers in China's vocational education should shift from a certification-oriented to a generation-oriented approach,establish a teacher professional development mechanism with in-depth industry and enterprise participation,and improve the institutional environment for the continuing development of double-qualified teachers.