Construction of Occupational Competence Model for Higher Vocational Teachers

2. Connotation Of Teacher Career Development

Many scholars at home and abroad have conducted researches on “teacher career development”, and the definition of “teacher career development” is mainly divided into three categories. The first category is represented by Hoyle, Perry, Fulan and Hargreaves, who believe that “teacher career development” refers to “teacher professional growth process”. For example, according to Eric and Jacquetta(2012), “teacher professionalization development” refers to the process in which teachers master the knowledge and skills necessary for good professional practice. Perry (2006) believes that “teacher career development” is divided into two levels. Generally speaking, it means the growth of teachers in professional life, including enhancing confidence, improving skills, updating professional knowledge, and enhancing and deepening teaching concepts. In a positive sense, it means that a teacher grows into a person with teaching artistic expression beyond the scope of professional skills, and gradually grows into a person with educational thoughts and authority, so as to realize the specialization of work and the authority of knowledge. According to Glatthorm (1994), “Teacher career development” refers to the professional growth of teachers based on their own experience or constant review of the teaching system. Hargreaves and Fullan (1998) believe that “teacher career development” is a process in which teachers make continuous progress in professional knowledge, teaching skills, management by objectives, and sense of cooperation through in-service education and training. The results found by Bruri Triyono et al. (2020) show that through self-development, teachers in state vocational high schools can improve their pedagogical and professional competencies.