本研究旨在探讨职业院校专业课教师应具备的职业能力结构模型，编制有效的教师职业能力测评工具，了解当前在岗职业院校专业课教师的职业能力水平与特点，探究影响其职业能力发展的主要因素。研究遵循教育统计与测量学的实证研究路线和框架，在文献分析和关键事件访谈的基础上，采用实践专家研讨会法（EXWOWO）、内容效度专家评定法、结构方程模型法、相关分析法和多元回归分析法等，对职业院校专业课教师职业能力模型与测评问题进行了一系列实证研究，获得的主要结论如下：（一）职业院校专业课教师职业能力模型的构建。在“COMET学生职业能力模型”及其相关理论基础上，结合教师职业发展方面的研究成果（基于实践专家研讨会法和文献资料法），构建了“职业院校专业课教师职业能力模型”（下文或简称“教师能力模型”）。模型包括内容维度、要求维度和行动维度。内容维度是职业院校专业课教师从“初学者”到“专家”的职业成长过程中需要完成的典型工作任务，行动维度是教师工作和学习所应遵循的完整的行动逻辑，要求维度是评价教师职业能力的四个等级，要求维度同时也可以看作教师职业能力的四个二级指标。采用实践专家研讨会法和内容效度专家评定法对该模型的内容效度进行了验证和修改。（二）《职业院校专业课教师职业能力测验》和《职业院校专业课教师职业能力发展影响因素问卷》的编制。《职业院校专业课教师职业能力测验》包括两项综合测试任务、含有9项评分指标和45个评分点的评分表以及配套的一整套测评方案。通过内容效度专家评定法对该测验的内容效度进行了修改和验证。利用预测试和正式测试数据对该测验测量学属性进行检验，结果表明：测验的区分度和信度“优良”，试题难度在合理范围内。验证性因素分析结果表明该测验的构想效度“可以接受”，与“技能大赛”获奖成绩的相关分析结果表明该测验的实证效度“良好”。《职业院校专业课教师职业能力发展影响因素问卷》共有102道题，包括职校教师职业认同感、职校教师组织认同感、成就动机、教师学习策略、家庭精神支持、学校支持、企业支持7个量表和人口统计学因素。利用预测试和正式测试数据对问卷进行项目分析和因素分析，结果表明其内部一致性信度和结构效度良好。 （三）职业院校专业课教师职业能力水平与特点的测查与分析，以及影响教师职业能力发展主要因素的探索。对国内六省市35所中高职院校“机械制造类”和“汽车维修”专业的专业课教师进行职业能力测评和问卷调查，结果表明：（1）（全国）不同地区、不同院校类型、不同教师个体之间职业能力存在显著差异；“理论课”教师群体职业能力显著低于“实践课”教师和“理论实践一体化”教师群体；有硕博学历的教师与有本科学历的教师群体之间职业能力水平无显著差异，但均好于专科学历及以下的教师群体。（2）不同性别的教师群体之间职业能力水平不存在显著差异；教龄三年以下与教龄三年以上的教师群体之间职业能力存在显著差异。（3）不同职业认同感、组织认同感、家庭经济地位、家庭精神支持水平的教师群体，其职业能力无显著差异，但不同成就动机的教师群体之间职业能力水平有显著差异。（4）教师职称等级评定与教师职业能力水平无明显联系；基于现有的“校企合作”模式，企业对教师职业能力的发展支持力度不够；职业院校专业课教师“批判学习”策略运用普遍不足。另外，采用相关分析法和多元回归分析法对影响职校教师职业能力发展的主要因素进行挖掘，结果表明，职业资格证最高等级、最高学历、职业资格证最大数量、有无技能竞赛奖励、有无教师资格证、任课类型偏向实践或理论、企业支持等7个因素与教师职业能力的相关显著，其中职业资格证最高等级、最高学历因素对职校教师职业能力水平的影响具有统计学意义。根据上述研究结论，提出以下策略建议：（1）在职校教师的教育培训方面，应加强“理论实践一体化”教师培养培训，避免教师盲目追求多证书；推进职校教师学历教育“专门化”，避免职校盲目进行高学历教师招聘；注重职校教师批判精神的培养和“批判学习”策略的运用。（2）在职校教师能力发展的制度支持方面，应提高职称评定的科学性，深化校企合作，提倡教师技能竞赛与职业能力测评并行。总的来说，本研究的结论为职业院校专业课教师职业能力标准、职业资格标准的开发，相关教师教育和教师专业发展政策的制定，教师的培养、培训、招聘、安置和绩效评估，提供了实证基础及应用工具，具有重要的应用价值。

The purpose of this dissertation is to explore the TVET teachers' professional competence structure model, construct effective assessment tools for the TVET teachers' professional competence, find out their levels and features, and probe the main factors affecting the development of their professional competence. Some methods, such as Expert Worker Workshop, Content Validity, Structural Equation Modeling, Correlation Analysis and Multiple Regression Analysis are fully employed in this research. The main conclusions are as follows: Firstly, the construction of the TVET teachers’ professional competence structure model. This model, including content dimension, required dimension and action dimension, is based on COMET professional competence structure model of students and relevant researches on teachers’ professional competence. Content dimension refers to typical tasks which need to be done for teachers’ professional growth. Action dimension means to a whole logic that guides teachers’ working and learning. While required dimension is four levels, or also be seemed as four secondary-indicators, for evaluating teachers’ professional competence. Content validity of this model has been tested and modified by Expert Worker Workshop and Content Validity.Secondly, the development of “the test of TVET teachers’ professional competence” and “the questionnaire on factors affecting the development of TVET teachers’ professional competence”. This test is consisted of two comprehensive testing tasks, a score sheet of 9 indicators and 45 score points and a set of evaluation programs. All the preliminary and formal test data show that the degree of difficulty, distinction, reliability and validity of the test are reasonable and reliable. “The test of factors affecting the development of TVET teachers’ professional competence” includes 102 items, involving professional identity, organizational identity, work motivation, learning strategies, spiritual support from family, school support, enterprise support and demographic factors. Both the item analysis and factor analysis show that the result is valid and effective.Thirdly, this study aims to find out the levels and features of TVET teachers’ professional competence, and probe the main factors affecting the development of their professional competence. The results of professional competence assessment and questionnaire mainly come to four conclusions. Firstly, there are significant differences on the professional competence among different teachers from different regions and types of institutions. The level of professional competence of teachers who teach theory courses is significantly lower than those who teach practical lessons and integrating lessons of both theory and practice. The level of professional competence of highly-educated teachers is relatively much higher. Secondly, six-year of teaching experience, rather than gender, could have an influence on the teachers’ professional competence. Thirdly, work motivation, rather than professional identity, organizational identity, economic status and spiritual support from family, could also affect teachers’ professional competence. Finally, with regard to the existing school-enterprise cooperation model, support from enterprise and application of critical-learning strategy is far from enough. Furthermore, based on Correlation Analysis and Multiple Regression Analysis , seven factors, including the level and quantity of vocational qualification certificate , educational background, competition awards, teachers’ qualification certificate, types of teaching and enterprises’ support, have influences on teachers’ professional competence statistically. Among these, the level of vocational qualification certificate and the latest educational level are two main indicators.According to the above research conclusions, suggestions can be given as follows: On the aspect of teacher training in vocational schools, the training of the “integration of theory and practice” should be strengthen, teachers who blindly pursuing more certificates should be avoided; The “specialization” of degree education in vocational schools should be promoted, blindly to recruit teachers who have higher education ground should be avoided; The improvement of critical spirit and the use of "critical learning" strategy for vocational school teachers should be taken attention.On the aspect of supporting system for competence development in vocational schools, the assessment of vocational teacher’s porofessional title should be more scientific, the cooperation between schools and enterprises should be deeper, and the teacher’s skill competition and professional competence assessment should be performed in parallel.Brifly, these conclusions provide empirical foundation and application tools for developing both professional competence standards and professional qualification standards, policy-making on teacher education and professional development, and teachers’ training, recruitment and performance evaluation. They are of significant value in application.