Article citationsMore>>

Ramos, J. L., Cattaneo, A. A. P., de Jong, F. P. C. M., & Espadeiro, R. G. (2022). Pedagogical Models for the Facilitation of Teacher Professional Development via Video-Supported Collaborative Learning. a Review of the State of the Art. Journal of Research on Technology in Education, 54, 695-718.
https://doi.org/10.1080/15391523.2021.1911720

has been cited by the following article:

• TITLE: Research on the Formation Path of Professional Skills among Vocational College Teachers

  AUTHORS: Dong Ma

  KEYWORDS: Vocational Colleges, Teachers, Professional Skills, Structural Equation Modeling

  JOURNAL NAME: Open Journal of Social Sciences, Vol.14 No.6, June 5, 2026

  ABSTRACT: Based on Human Capital Theory and Technical Skill Accumulation Theory, this study constructs a structural equation model to analyze the formation path of professional skills among vocational college teachers. Through an analysis of 1445 questionnaire samples, the findings indicate that the institutional environment is a significant external driving factor that positively influences school organizational support as well as teachers’ participation in enterprise practice and skills training, while indirectly promoting teachers’ professional skills through the school organization. Participation in enterprise practice and skills training is identified as the core pathway variable with the strongest effect on professional skills development. School organization and professional community interaction also exert direct positive effects on teachers’ professional skills. Individual factors indirectly contribute to professional skill improvement by promoting participation in enterprise practice and skills training. The findings suggest that the professional skills of vocational college teachers are shaped by the synergistic effects of the institutional environment, school organization, enterprise practice and skills training participation, and professional community interaction.