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Abstract
Abstract: The rapid transformation of the global industrial landscape, driven by the Fourth Industrial Revolution, has fundamentally altered the competency requirements for the vocational education workforce. This article critically examines the current state of professional development systems for the two primary pillars of vocational training: Special Subject Teachers and Masters of Industrial Training. The study argues that the traditional, episodic model of qualification upgrading—characterized by standardized courses occurring at fixed multi-year intervals—is structurally incapable of addressing the dynamic nature of modern technology and pedagogy. By synthesizing theories of andragogy, dual professionalism, and situated learning, this paper proposes a conceptual transition from “static retraining” to “continuous professional development” (CPD). The first part of this research establishes the theoretical framework, analyzing the distinct professional identity crises faced by theoretical instructors and practical masters, and articulates the urgent necessity for differentiated, workplace-integrated development models.
References
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