Research On The Construction Of "Double-Type" Teachers In Pre-school Education Major In Guangdong Secondary Vocational School

The characteristics of vocational education require the teachers of vocational education as well as teachers of preschool education in secondary vocational school to have both theoretical and practical abilities.This paper focuses on the research on the construction of "double-type" teachers in pre-school education of secondary vocational school in Guangdong Province.This paper uses the Cite Space 5.5.R2 to comb the relative literary reviews and concludes on the basis of stakeholder theory and teacher professional developing theory.Through questionnaire survey and semi-structured interview,statistics are obtained and then analyzed with the method of SPSS.26.0.The conclusions are as follows.First of all,through survey and analysis,some existing problems are found.For example,the number of "double-type" teacher is not up to standard.The training system is not perfect.The awareness of teachers’ personal development is not strong.The planning of teachers’ team construction is not sustainable for a long time,and the campus cooperation is just a form.Second,from different perspectives of stakeholders,that is,teachers,schools and governments,the main causes of existing problems are analyzed through empirical analysis:in terms of teachers,their development awareness of "double-type" teacher is weak,and the professional relevance of "double-type" teacher is not strong;in terms of school system,there are insufficient training funds for "double type" teachers and lack of incentive and reward system for "double-type" teacher;in terms of government policy,there are different standards for "double-type" teacher.The qualification certification is separated from the actual situation of specific majors,and the relevant policies of campus cooperation are missing.Third,by chi square test,it is found that there are significant differences and correlations concerning gender of teachers;sources of full-time and part-time teachers,whether teachers are "double-type" teacher and whether they have received "double-type" teachers training.Strategies will be promoted specifically and thoroughly by analyzing the causes of those differences and narrowing down the gap.Finally,combined with the questionnaire survey and literature analysis,from the perspective of teachers,schools,government and other stakeholders,this paper puts forward the strategies for the construction and improvement of the "double-type" teachers in the preschool education major.