Faculty Development in Undergraduate Vocational Colleges:
Current Status, Problems and Strategies

Siyuan Guo

doi:10.70711/neet.v3i12.8237

Faculty Development in Undergraduate Vocational Colleges: Current Status, Problems and Strategies

Siyuan Guo

Abstract

Faculty development directly impacts the quality and direction of growth in undergraduate-level vocational colleges. To strengthen
theoretical foundations and enhance development quality, a study of faculty development practices at 60 sampled institutions nationwide revealed common characteristics in three key areas: improving teachers knowledge levels, promoting professional development, and strengthening vocational identity. However, challenges persist, including insufficient professional knowledge, limited skill development, and weak vocational commitment. To address these issues, strategies should focus on clarifying institutional positioning to elevate professional standards,
establishing quality development platforms, and enhancing policy guidance to reinforce vocational identity. These measures will drive highquality faculty development in vocational colleges.

Keywords

Undergraduate level; Vocational colleges; Faculty development

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References

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DOI: http://dx.doi.org/10.70711/neet.v3i12.8237

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