Policies, achievements and problems of full-time higher vocational education teacher development in China:1983-2013

African East-Asian Affairs

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Field Value
 
Title Policies, achievements and problems of full-time higher vocational education teacher development in China:1983-2013
 
Creator Qi, Wang
Juxia, Zhang
 
Description Through analysis of policies of China’s higher vocational education (HVE) from 1983 to 2013, we find that full-time teachers at vocational colleges have undergone four stages of development: conceptual exploration of full-time teacher development, forming of the notion “dually-qualified teachers”, clarification of the notion “dually-qualified teachers”, and - development of formal training systems and platforms for “dually qualified teachers”. This process has seen a rapid expansion in the number of full-time teachers in HVE institutions, as well as great improvement in the overall quality of these teachers. There are, however, several areas which require improvement. There still exists a lack of professional standards for these teachers’ performance, weakness of research ability of these teachers, and low efficiency of programs fostering “dually qualified teachers”. In the future more efforts should be made to accelerate composition of professional standards for full-time teachers in HVE institutions and to improve their practical skills and applied research abilities.
 
Publisher Centre for Chinese Studies
 
Contributor
 
Date 2015-12-15
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://aeaa.journals.ac.za/pub/article/view/167
10.7552/0-3-4-167
 
Source African East-Asian Affairs; No 3-4 (2015)
2308-8699
 
Language eng
 
Relation http://aeaa.journals.ac.za/pub/article/view/167/118
 

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