Research On Development Of Teacher Troops Of Technician Institutes In Zhejiang Province

As the vocational education system built early in China and develops to a mature state, technician institutes have offered a large number of human resources for China’s economic and social development with their vocational education and skill trainings. However, due to reasons such as different relationships of administrative subordination and etc., compared with peers in other vocational schools, teachers of technician institutes face numerous differences and problems in professional title assessment, continuing education, performance evaluation and work environment for a long time. As a result, some of the problems have become the bottlenecks in development of teacher troops in technician institutes.The paper includes five parts:Chapter One gives a brief introduction of research background and research design. Currently, China has attached more importance to vocational education and teaching resources, bringing new opportunities for the development of technician institute teacher troops. In the circumstances, with reference of research at home and abroad, using literature research and comparison analysis based on the practical situations of technician institutes in Zhejiang Province, this paper conducts analysis of problems and proposes countermeasures and suggestions.Chapter Two states the faculty development theory related to this subject, including teacher career theory, teacher burnout theory and teacher empowerment theory, which can explain teacher behaviors in specific environment. In addition, the current development status of technician institutes teacher troops in Zhejiang Province is briefly stated and related factors that impact teacher troops development are indicated.Chapter Three elaborates problems in teacher troops development in Zhejiang Province technician institutes, and the problems cover lack of teacher career development institutional guarantee, unreasonable structure of teacher troops, defective teacher training system, unscientific teacher employment system and occupational boredom of teachers, etc.Based on the problems indicated in Chapter Three, Chapter Four proposes related countermeasures and suggestions, including improving institutional guarantee for teacher’s professional development, resolving the structure problem of teacher troops, building long-term teachers team construction system, promoting teachers’ occupational beliefs and raising teachers’ development space, etc.The last part is a simple summary of the full paper.