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A Comparison of VET Teachers Training in Higher Vocational Education Between China And International Journal of Learning and Teaching Vol. 5, No. 3, September 2019 A Comparison of VET Teachers Training in Higher Vocational Education between China and Japan Tang Hong Bo Graduate Institute of Technological Vocation Education, National Taipei University of Technology, Taipei Taiwan Headmaster's office, Xiamen Universit y of Technology, Xiamen, China Email: [email protected] Zou Zhe Art Education college of Ji Mei University, Xiamen, China. Email: [email protected] Abstract—The teacher procession is the fundamental of the development miracle after World War II. Currently, quality of education. Higher vocational education in Japan China is at a critical stage of industrial restructuring and is well developed. In supporting the domestic economy, It the transition of higher education from extensive has been accumulated rich experience in Vocational development model to intension-type development. education and training (VET).This paper used content Under the background of Industry 4.0 and China's analysis and comparative education methods to compare the VET teachers training between Japan and China, in order manufacturing of 2025, building a socialist modernized to understand and learn from these experiences. From four country requires the construction of highly qualified dimensions which included systems, characteristics, laws vocational teachers. and trends to compare the relevant of policies and regulations, teacher and training process, course system, II. LITERATURE REVIEW professional standards, development status, characteristics, problems and development trends. Based on the results of Currently, the literature on higher vocational teachers this comparison, recommendations were proposed for in China and Japan presented a phenomenon of “three cultivating higher vocational teachers in China, which more and three less”: Local scholars had more research included strengthening the construction of laws and literatures than foreign scholars; there were more articles regulations, the quality evaluation and construction of the on vocational education in the two countries, and there guarantee system. Adapted to the needs of industrial were fewer literatures in specialized studies on VET development, established relatively independent teacher of higher vocational education. More research professional qualification standards and training systems, and fostered “dual-qualified” teachers in cross-border literature focused on the experience and inspiration of collaboration. each other’s vocational education, and there were few research papers that systematically compare VET Index Terms—Vocational Education and Training (VET), teachers cultivating in both countries. higher vocational education, teacher cultivation, comparison A. Research on the Training of Teachers in Higher Vocational Colleges in China I. INTRODUCTION Y Liu, J Hou, Y Gao, G Wang, Y Cao (2017) and The quality of teachers determines the quality of other studies focused on the professionalization of higher higher vocational education, and it is an important path to vocational teachers and the development of standards, promote the shift of higher vocational education from and put forward specialization development strategies on extensive development to intensive development. the basis of clarifying the connotation of specialization Affected by traditional culture and education systems, the [1]. Zhang Lizhong (2016) and others focused on the development of vocational education in China was study of the connotation, status qua, problems, and relatively weak. From a global perspective, neighbor construction paths of the “dual-professional” teachers' Japan, as a modern industrial and advanced construction in higher vocational colleges [2]. Zhang manufacturing powerhouse. A large number of mature Ning Xin (2017) and others analyzed the composition, industrial workers had been cultivated by its successful system, categories, and problems of higher vocational vocational education, especially accumulated valuable teacher training system and put forward corresponding experience in vocational education and training countermeasures [3]. Many scholars advocate the (VET).These facts effectively supported the economic development of teacher education through the “integration of production and teaching” strategy. Some Manuscript received December 21, 2018; revised March 20, 2019. researchers believe that the establishment of a teacher © 2019 International Journal of Learning and Teaching 246 doi: 10.18178/ijlt.5.3.246-251 International Journal of Learning and Teaching Vol. 5, No. 3, September 2019 training system should be guided by vocational and to present the characteristics and differences of the technical teachers' colleges [4]. Some scholars also teacher training in higher vocational education of both proposed to give play to the advantages of key normal countries, which used by taking the objective position and universities to cultivate teachers of higher vocational scientific methods. education [5], and other studies combed the evolution, existing problems and development trends of the teacher III. METHODS AND FRAMEWORK training system in vocational education in China. In this paper, higher vocational education in Japan B. Research on the Training of Teachers in Higher mainly referred to three types of higher specialized Vocational Education in Japan schools, short-term universities (or junior colleges) and Sasaki, Susumu (2009) [6], and Alexander, P. J., & specialized colleges. They were mainly formal schools Pilz, M. (2004)[7] and others introduced the and did not include enterprise self-run educational characteristics, development and changes of the Japanese institutions. Higher vocational education in China mainly VET teacher education team. Li Mengqing, An Pei (2015) referred to the educational institutions that cultivate [8] focused on teacher qualifications, recruitment associate bachelor degree talents. Higher vocational evaluations, and pre-employment training, Yoshimoto, K. teachers included a variety of categories in Japan and (2018) [9], Terajima Teruko, Yan Zhiyong, Lu Suju, Zhu China. In order to compared with the same kind, higher Lijia (2012) researched the problems and challenges vocational teachers in this paper mainly refer to teachers faced by Japan’s vocational education, training system, who were responsible for guiding students' professional and the differences of post-secondary education from knowledge and skills, as well as the teachers of the international perspectives [10]; Uehara Shinichi (2017) professional accomplishment education and training pointed out that Japanese vocational teacher training paid (VET teachers). more attention to practical teaching guidance[11], as well The paper used the methods of comparative education as the improvement of practical ability and academic research, combined the views and methods of dialectical credentials. Hibi Y, Matoba M. (2004) and other materialism and historical materialism, combining the researchers introduced the new quality, professional interdisciplinary, cross-cultural and interdisciplinary logic reforms, and policies of Japanese vocational teachers in [15], and compared the higher vocational education between China and Japan on the basis of their political, the new era [12]. economic and national cultural traditions. The framework C. Literature on the Comparison of Teachers' Training of this paper mainly included the following aspects, as in Vocational Education between China and Japan the table 1 below: The literature on the comparison of higher vocational education between China and Japan was mostly based on TABLE I. COMPARISON AND INDEX OF VET TEACHER TRAINING BET WEEN CHINA AND JAPAN the institutional system of vocational education in countries, development history and reform trends, scale Facets Indicators and schooling, personnel training and curriculum models, 1. Relative legislation and system design industry and university cooperation, vocational training, Law and system 2. VET teacher qualification and professional develop ment standards and career guidance. Drawing on the experience of 3. Teacher training system Japan's special characteristics, we should make 1. Teacher quantity and quality recommendations based on the status qua and Status and Char 2. Teacher training standards and curriculum design inadequacies of our country. For example, Zheng Wei acteristics 3. Source of VET teachers and Shi Weiping (2008) compared the differences of 4. Training methods and approach 1. Traditional culture and values differences Problems, Regu higher vocational education between China and Japan 2. The idea of Teacher training system and profession lations and caus from the perspectives of scale, type, and historical basis al standards construction es [13]; Cai Lingling (2015) compared the status and 3. Teacher training implementation and management differences of the “dual-qualification” teachers training 1. Attach importance to legislation and system constru ction between China and Japan, which from the connotation 2. Independent teacher training system and profession and system construction [14]. al standards From the above literature, there were two major gaps Development tr 3. The integration of industry and education is deepen in the study of the comparison between Chinese and ends ing 4. Strengthen Enhance local research and school-base Japanese teachers in higher vocational education. First, d practice there was little literature on the comparison of teachers in 5. Presenting internationalization,
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