Construction Strategies of “Double-Qualified” Teachers in Local Normal Universities under the Background of Industry-Education Integration

Abstract

The integration of industry and education provides impetus for the quality improvement and efficiency enhancement of teacher education programs, as well as the alignment of basic education with industry demands. As the primary base for cultivating grassroots educational talents, local normal universities play a pivotal role in the development of “double-qualified” teacher teams. This initiative is directly linked to the practical skill development of teacher candidates, the achievement of educational reform outcomes, and the advancement of high-quality regional education. At present, the “double-qualified” teachers in such institutions face prominent issues such as a single-source structure, insufficient practical skills, an imperfect collaborative training mechanism, and inadequate evaluation and incentive models, making it difficult to meet the requirements of industry-education integration in talent cultivation. This paper takes the positioning of local normal universities as the starting point, combines the core elements of industry-education integration, and explores and practices a targeted, efficient, and operational construction strategy system for the above-mentioned prominent issues, providing theoretical references and practical support for the implementation of high-quality “double-qualified” teacher team building projects and the deepening of industry-education integration in educational practice.