Abstract: Professional cluster development places higher demands on faculty development.“Dual-qualified, dual-ability” teachers, as the key link between theoretical and practical teaching, have a direct impact on the effectiveness of professional cluster development. The traditional single-subject training model is no longer sufficient to meet current needs, and there is an urgent need to develop an effective mechanism for multi-faceted collaborative training. The collaborative training model integrates resources from universities, industry enterprises, and research institutes to create a favorable framework with complementary advantages. Guided by collaborative theory, this model establishes a comprehensive system encompassing training objectives, subject, and operational mechanisms. It ensures effective training through institutional guarantees, resource allocation, and quality monitoring. Case studies demonstrate that this model can provide strong faculty support for professional cluster development.

Key words: Professional cluster development, “Dual-qualified;, dual-ability”teachers, Collaborative training model, Faculty development, Vocational education, System safeguard