Abstract—This study presents a comparative analysis of dual professionalism requirements for Vocational Education and Training (VET) teachers in China and Australia through comparing and analyzing policies and current literature from both countries. The findings of the study reveal that both China and Australia have implemented policies to enhance the teaching capability and industry expertise of VET teachers over the past few decades, indicating that dual professionalism is not a new concept in either country. However, each country’s VET system employs different strategies and practices to achieve dual professionalism, as reflected in their initial teacher training programs, vocational qualification requirements, and rules and expectations regarding teachers’ industry expertise and ongoing engagement in their vocational fields. This study asserts that although the quality and attributes of VET teachers may vary in different countries and education systems, the realization of dual professionalism in VET requires a collective and ongoing commitment from all relevant stakeholders in each country to equip their VET teachers with the necessary skills and knowledge to deliver high-quality vocational education programs.  
 

Keywords—dual professionalism, Shuangshi Xing, initial teacher training, vocational education and training, comparative analysis, China, Australia 

Cite: Yan Zhou, "Comparative Study of Dual Professionalism of Teachers in Vocational Education and Training in China and Australia," International Journal of Learning and Teaching, Vol. 9, No. 4, pp. 434-438, December 2023. doi: 10.18178/ijlt.9.4.434-438

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