Triple Dilemmas and Breakthrough Paths in the Construction of "Dual-Qualified" Teacher Teams in Maritime Education
Abstract
national conventions and adapt to the transformation and upgrading of the shipping industry. However, the current construction of "dual
qualified" teacher teams in maritime education faces systematic dilemmas in three aspects: identity recognition, capacity development,
and motivation mechanism. The identity dilemma is reflected in the inherent conflict between the professional standards of "teachers" and
"seafarers"; the capacity dilemma stems from the contradiction between the rapid iteration of industrial technology and the lag in teachers'
knowledge update; the motivation dilemma is restricted by insufficient incentives and lack of guarantee. This paper aims to analyze these
three dilemmas and propose corresponding systematic breakthrough paths: resolving identity barriers through institutional innovation,
reshaping the capacity development model relying on in-depth industry-education integration, and building a multi-dimensional incentive
mechanism to activate internal motivation, in order to provide theoretical reference and practical guidance for the construction of "dual
qualified" teacher teams in maritime majors.
Keywords
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DOI: http://dx.doi.org/10.70711/wef.v3i11.9339
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