Integrating Technical Expertise and Inclusive Pedagogy

A Conceptual Model for Vocational Technology Teacher Education in China

Abstract

Vocational technology teachers teach technology-related subjects in vocational and technical institutions. Preparing “dual-qualified” teachers, those competent in both technical expertise and pedagogical practice, is central to current reforms in vocational and technical education in China. “Dual-qualified” (双师型) teachers possess both industry-based technical credentials and formal teaching qualifications. This educational approach aims to bridge the gap between industry practice and classroom teaching by integrating technical knowledge with effective pedagogy. Yet in the Chinese context, the process through which these competencies are developed and enacted within teacher education remain under-theorised.

This conceptual paper introduces a model that integrates technical expertise and inclusive pedagogy, understood as pedagogical approaches valuing learner diversity and authentic participation, into vocational technology teacher education. The model is developed through an integrative theoretical synthesis of literature on vocational technology teacher preparation, boundary-crossing learning, and sociocultural perspectives on learning transfer. It conceptualises teacher learning as participation in communities of practice spanning industry, university, and vocational institution contexts, where teachers recontextualise technical knowledge through participation, developing professional identity and pedagogical capacity.

This model positions vocational technology teacher education as a boundary space where learning, belonging, and knowledge integration co-evolve. It proposes that the development of dual-qualified teachers is best understood as occurring through inclusive communities of practice that connect technical and educational cultures. It provides a conceptual basis for future empirical research examining how boundary-crossing, learning transfer, and inclusion shape teacher learning and identity. The first phase will investigate pre-service teachers’ experiences in Chinese technical normal universities, followed by studies of practicum partnerships and school–industry collaborations. These collaborations aim to co-design models that reflect inclusive, dual-qualified professional identities and strengthen connections between universities, vocational schools, and industry. The paper contributes to international discussions on preparing vocational technology teachers advancing inclusive and innovative practices in diverse educational contexts.