A competency model for "dual-qualified" teachers in vocational undergraduate rehabilitation therapy programs based on the integration of rehabilitation competency framework and multi-source standards
10.3969/j.issn.1006-9771.2026.03.002
- VernacularTitle:职业本科康复治疗专业“双师型”教师胜任力模型：基于康复胜任力架构与多源标准的融合研究
- Author:
Le AN
1
;
Xiaoxia QIN
1
;
Bin GU
2
;
Guobing HU
3
;
Weiyi TIAN
1
Author Information
1. Guiyang Kangyang University, Guiyang, Guizhou 550081, China
2. Beijing Bo'ai Hospital, China Rehabilitation Research Center, Beijing 100068, China
3. Tongren Polytechnic University, Tongren, Guizhou 554300, China
- Publication Type:Journal Article
- Keywords:
"dual-qualified" teachers;
competency model;
rehabilitation competency framework;
vocational undergraduate;
rehabilitation therapy major
- From:
Chinese Journal of Rehabilitation Theory and Practice
2026;32(3):258-269
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo construct a competency model for "dual-qualified" teachers in vocational undergraduate rehabilitation therapy programs based on the World Health Organization's rehabilitation competency framework (RCF) and relevant domestic and international standards, and explore the training pathways for rehabilitation therapy teachers in China. MethodsLiterature analysis and comparative research methods were employed to systematically review RCF, physiotherapist-education-framework-FINAL, the Minimum-Standards-for-the-Education-of-Occupational-Therapists, and the "dual-qualified" teacher standards in vocational education for China. Focusing on the characteristics of vocational undergraduate talent cultivation, it took the integration of the "educator-clinical rehabilitation therapist" dual roles as its starting point, combining rehabilitation industry competence with educator standards as its basic principle, and using RCF as its foundational dimension. It then integrated advanced competency dimensions required of vocational undergraduate teachers to form a dimensional framework. Following the systematic curriculum development concept of the work process, the core activities of each dimension were designed by combining, improving and expanding the concept integration method, and describing the ability characteristics in a graded and progressive manner, to construct a model. ResultsThis model was guided by the core concepts of three types of values and four types of professional beliefs. Vertically, it encompassed 28 activities across eight competency dimensions, including teaching practice, rehabilitation practice, digital literacy, professionalism, learning and development, management and leadership, applied research, and social service. Horizontally, it encompassed 53 corresponding competency characteristics across three advanced levels (beginner, intermediate and advanced). ConclusionThis model, through its vertical dimension design and horizontal progressive development, clearly describes the advancement of vocational undergraduate rehabilitation therapy teachers from newly hired teachers to backbone teachers and professional leaders. It not only aligns with the general requirements of the national standards for "dual-qualified" teachers in higher vocational colleges in China, but also incorporates an international perspective on rehabilitation education and practice, and possesses the characteristics of vocational undergraduate education that integrates multiple abilities and roles. At the theoretical level, it provides core theoretical support for establishing standardized and internationalized "dual-qualified" teacher standards for vocational undergraduate rehabilitation therapy programs in China; at the practical level, it serves as an "action map" for teacher professional development, assessment and evaluation, providing a key reference for constructing a systematic high-end skilled rehabilitation talent training system.
