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Monograph

Dual Professional Identities Vocational Teachers Resilience


Author: Dr. Jiajia PAN

Edition: January 25, 2026

Printing: January 25, 2026

ISBN:  978-988-71421-2-6


Author's Bibliography


Dr. Jiajia Pan (ORCID: 0000-0003-3829-6671) pursued his undergraduate studies at Université Blaise Pascal (Clermont-Ferrand II) in France and Copenhagen Business School, obtained his Master's degrees from Université Jean Moulin Lyon 3 in France and Lingnan College of Sun Yat-Sen University, and earned his doctoral degree from The Education University of Hong Kong.

He holds qualifications as a National Senior Oenologist of China, and serves as both a winery investor and a publisher. Additionally, he is the Director of the Innovation Institute for Industry-Education Integration and, the Editor-in-Chief of the academic journals Global Cases & Practices of Vocational Education and Food & Beverage Studies, and the Co-Editor-in-Chief of the Blue Book of China's Wine Industry and the Report on the Integrated Development of China's Wine Industry.

Additionally, he holds positions as an advisor for Master's programs at the School of Tourism Management, Sun Yat-Sen University; the School of Tourism, Xinjiang University; the School of Tourism Management, South China Normal University; the School of Wine and Horticulture, Ningxia University; and Burgundy School of Business. Moreover, he holds appointments as a distinguished professor and curriculum program leader at multiple vocational colleges across China.

Dr. Pan has been honored with a National First Prize in the National Teaching Competition for Teachers and a Provincial First Prize for Educational Achievements. Under his guidance, students have secured a National Third Prize and two Provincial First Prizes in skills competitions. Furthermore, he has authored four textbooks, among which Beverage Management and Service was awarded "The Best of the World" at the 2023 Gourmand Awards in Stockholm. He has also filed six patents and one software copyright, and participated in and led the development of a number of provincial and national-level high-quality online courses.


About the Book


This study examines the professional identity of vocational teachers in China’s collaborative “Dual Model” teaching system, co-developed by schools and enterprises. The Chinese Ministry of Education’s emphasis on “dual-qualified” teachers highlights the importance of this model, where teachers work in both school and industry settings, promoting a “Dual Professional Identities” mechanism (Instructional Identity and Occupational Identity) for professional growth. The research aimed to create a scale to measure the Dual Professional Identities of Chinese vocational teachers, resulting in a 36-item scale with 4 dimensions: Role Recognition, Professional Efficacy, Community Cohesion, and Work Engagement. The study also explored factors influencing Dual Professional Identity and its impact on teacher development, revealing that both Instructional and Occupational Identities positively affect Resilience, while Entry routes negatively influence Instructional Identity. Instructional Identity further acts as a mediator between Entry and Resilience. However, despite being an important variable in this study, the research findings indicate that Education does not have a significant impact on Dual Professional Identities or on Resilience. The study underscores the unique nature of vocational teachers’ work and the need for tailored measurement scales, particularly considering their Dual Professional Identities. It aligns with the Chinese government’s strategy for developing “dual-qualified” teachers and provides insights for enhancing vocational education in China.