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1、1Developed countries the construction of vocational education teaching staff experience and inspiration to usFirst, developed countries, vocational education, successful experience in the construction of teaching staff In the world, one of the successful experience of developed countries is the deve
2、lopment of vocational education, including strengthening the teaching staff in the building is to promote vocational education in a healthy and stable development of one of the successful experience. Germany, the United States, Japan, Britain, Canada, Switzerland, Australia and other countries attac
3、h great importance to strengthening the teaching staff of vocational education building, and are mainly reflected in 2the vocational education and training of teachers full-time training, regularized, and institutionalized and so on. (A) Vocational education teacher sources of stable, broad - At pre
4、sent, the developed countries, vocational education teachers have had a stable source of channels. Teachers of general culture by ordinary institutions of 3higher learning or teacher training institutions, specialized courses for teachers are mainly from three ways: First, from the general instituti
5、ons of higher learning or in the establishment of these schools can be granted to professional technicians qualified to Diploma of Education. The United States, Japan, Germany, belong to this category. Vocational school teachers in these countries in general to obtain a bachelors degree in engineeri
6、ng college graduates, to the colleges of Education, or education college or vocational education and training units in the study of theory and production of education internships, education internships. After passing the examination before they can obtain teaching qualifications. Second, from a dedi
7、cated technical colleges or technical education institutions. University of vocational ability development, such as Japan, South Korea Incheon Polytechnic College, the French National Apprenticeship Normal School, these schools generally recruit high school graduates, school system for four years, t
8、he main train with high theoretical knowledge, professional skills and teaching ability of teachers. Graduates of the instructor to obtain relevant professional qualifications before they can go to vocational training 4sector, but also to companies as an engineer. Third, through specialized vocation
9、al education, teacher training, the training institutions to develop. Such as education and training centers or regional vocational education centers, training department and other large enterprises to set continuing education and professional training courses for in-service training vocational scho
10、ol teachers. Production practice instructor (production of teaching technicians) and comparison of sources, ranging from all kinds of secondary vocational schools or engineering Normal School training, individual training in higher education institutions also. Germanys production practice instructor
11、s requirements are: with two years of practical experience, and then into the teacher study three years: the enterprise sector from the production of the production of practice teachers, they have practical experience, high 5level operations, but it must be to a vocational school pre-service (or off
12、ice within six months), through education, training and assessment theory. United States and France alike. In addition, the teaching staff in the personnel structure diversification. The United States, Germany, vocational schools teaching staff is a characteristic of the large number of part-time te
13、achers. Such as Germanys Mo Siba nuclear City Vocational College has 30 full-time teachers, part-time year round employment of teachers, 400-500. 6(B) vocational education, teacher hiring a high standard The task of vocational education teachers decided that they should possess the following qualiti
14、es than ordinary school teachers to have more specialized. First of all vocational education teachers in vocational education should have the professionalism and professional ethics, they not only have a certain professional theory and professional knowledge, should also be familiar with the actual
15、production of this profession has certain skills and production operations to solve the practical problems of production capacity. Therefore, vocational education teachers should also have the educators, engineers, and three kinds of high-level skilled workers needed for professional quality and abi
16、lity. Unlike colleges and universities to develop secondary school teachers and the general terms of employment and job duties, the developed countries, the construction of vocational education 7teaching staff an important success stories. Germanys vocational education teachers, there are strict requirements, be less than the required conditions are not allowed as a vocational education teachers. Germanys vocational education teacher There are three main requir
