The quality of teachers is an essential element of a strong vocational education and training (VET) system. VET performs many important functions in society, including responding to a constantly changing labour market as a result of rapid changes to the economy and society. Recent changes in VET have focused specifically on meeting the needs of the world of work in order to support countries’ development agendas. These improvements, which target the efficiency and effectiveness of VET systems, also need to be reflected in VET teacher training. This has become a priority for governments and other stakeholders, however, there are numerous challenges related to different aspects of VET teacher training, including curriculum design. This chapter provides an overview of VET teacher training in Mainland China (with some reference to Hong Kong SAR), and highlights the approaches/models used for teacher training, as well as the challenges encountered in improving the effectiveness of teacher training in response to the various development trends in VET. The overview is based on a review of literature, curriculum and policy documents. Copyright © 2022 selection and editorial matter, John Chi-Kin Lee and Timo Ehmke; individual chapters, the contributors.

Reorienting existing educational programs in technical and vocational education and training (TVET) for the purposes of advancing the attainment of sustainable development goals (SDGs) through skills development significantly depends on the capacity of educators. This capacity can be enhanced through teacher training and professional development programs based on principles of adult learning, as well as through the use of sustainability related resources designed for use in student-centered TVET classrooms. This paper considers how TVET educators respond to the reorientation of the curriculum towards Education for Sustainable Development (ESD) through the inclusion of generic green skills in a green module that was delivered by one TVET institute in Hong Kong. It examines how different types of teachers respond to sustainability related, work-based training conducted through action research. Four teachers’ attitudes are examined, based on their expertise in ESD and their motivation to change current practice. Based on the findings, this paper puts forward a work-based learning model for the professional development of TVET teachers that encourages them to learn with researchers and students together. The model can be adjusted to meet the needs of different types of teachers and it has the potential to enhance teachers’ capacity to implement green modules that will support students’ generic green skills development. Copyright © 2019 PAVLOVA/CHEN.