Path Selection For Professional Development Of Secondary Vocational Teachers Based On The Concept Of Evidence-Based Practice

Teachers are professionals involved in education and teaching,and teacher development is an important issue in the national reform of vocational education.Teacher development often translates into the professional development of teachers.Teacher professional development has its own relatively stable content framework and basic path.The professional development of secondary school teachers can be defined as the process by which secondary school teachers,as professionals,make full use of various resources and conditions to continuously improve their teaching and technical practice skills,so as to become more in line with the "professional standards for secondary vocational school teachers" and thus become expert teachers.The modern transformation of vocational education,the national vocational education reform and the high quality development of vocational education constitute the current policy context for the professional development of secondary school teachers.The basic interpretation of evidence-based practice is ’evidence-based practice’,which means that an act or programme of practice is based on evidence.There is a distinction between best evidence and second best evidence,which reflects a scientific attitude and a spirit of rationalism.Evidence-based practice has its historical origins and is increasingly being applied.As a concept or model of practice,evidence-based practice has some significance in guiding the professional development of secondary school teachers.If teacher professional development is guided and influenced by evidence-based practice,it is a kind of evidence-based teacher professional development,which is a practice of teacher professional development that believes in evidence and scientific decision-making.If we look at the paths of professional development of secondary teachers from the perspective of evidence-based practice,we will find that some of them are in line with the concept of evidence-based practice,even if they are not based on the ’best evidence’,they are still supported by the ’second best evidence’.For example,continuous professional learning,accurate school-based training,timely teaching guidance,proactive reflection on teaching and learning,and standardised lesson studies.This means that if a secondary school or a secondary teacher believes in the concept of evidence-based practice and considers these pathways to be feasible,then these pathways can be considered.Professional development of secondary teachers based on the concept of evidencebased practice is a practical exploration that can be reflected through typical cases.Some of the practices of the vocational secondary school in County A,Hunan,in the process of building up its teaching staff and promoting teachers’ professional development are to some extent in line with the concept of evidence-based practice,and the interviews revealed that the teachers in this school were also able to experience that the school’s relevant measures were having a positive impact on their professional development.