CURRENT STATUS AND IMPROVEMENT STRATEGIES OF PROFESSIONAL DEVELOPMENT TRAINING FOR NEWLY HIRED TEACHERS AT GUANGDONG POLYTECHNIC

Abstract

This study investigated the current status of professional development training for newly hired teachers at Guangdong Polytechnic and proposed strategies for its improvement. A mixed-methods approach was employed. Questionnaire data were collected from 169 newly hired teachers, and semi-structured interviews were conducted with five participants. Descriptive statistics and thematic analysis were used to analyze the data. The findings indicated that the overall level of professional development training was high. The participants positively evaluated the training objectives, content, methods, instructors, evaluation, and support. However, improvements are still needed in practical training, diversified training methods, mentoring, evaluation, and continuous professional support. The study proposes several strategies to improve the professional development training system and provide practical references for higher vocational colleges.