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Research on the Construction of a Competency Model for International Chinese "Dual-Qualified" Teachers in the Context of Vocational Education Going Global

Author(s)

Tingting Hu1,2*

Affiliation(s)

1Yunnan Normal University, Kunming, China; 2College of Arts and Sciences·Kunming, Kunming, China *Corresponding Author

Abstract

Against the dual demands of the "going global" of vocational education and the cultivation of talents under the "Chinese Language + Vocational Skills" model, international Chinese dual-qualified teachers have become the core support for the development of cross-border vocational education, yet there remain numerous problems in the construction and competency development of such teacher teams. Based on the COMET vocational competency assessment theory and combined with the practical experience of cross-border vocational education, this paper defines the connotation of international Chinese dual-qualified teachers, analyzes their practical predicaments in cross-cultural teaching, competency integration, curriculum development and other aspects, and constructs a five-dimensional core competency model covering cross-cultural Chinese teaching, vocational skill instruction, international curriculum development, cross-border collaborative education, and sustainable development and innovation. It also proposes cultivation paths from five aspects, including government- enterprise- school collaborative education, modular hierarchical training, and immersive practical training. This study provides theoretical support and practical guidance for the standardized construction of international Chinese dual-qualified teacher teams, and boosts the high-quality development of the "going global" of vocational education.

Keywords

Vocational Education "Going Global"; International Chinese Education; Dual-Qualified Teachers; Competence Model

References

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