Research On Professional Identity Of Intern Teachers Majoring In International Chinese Language Education

"Teacher professional identity" is "a positive attitude related to career" of individual teachers.As a psychological component,it roughly includes three aspects:cognition,emotion and behavior tendency.At present,the research on Teachers’ professional identity at home and abroad has achieved rich results,and the research on the professional identity of various teachers at home and abroad has been gradually improved.With the development of the international promotion of Chinese and the dissemination of Chinese culture,the international Chinese teacher profession,as a new special group of teachers,also has some particularity in the development of its professional identity.Although in the field of international Chinese education research,the research on Teachers’ ontology has been paid more and more attention,the internship teachers of Chinese international education,as the direct reserve force of teachers,have received little attention,and the empirical research related to their professional identity is not sufficient.The main findings of this study are as follows:The overall level of professional identity of internship teachers majoring in international Chinese language education is high,but there are great differences in internal dimensions and factors,and the level of professional cognition dimension and its professional values and role values is low.On the whole,the professional identity of intern teachers majoring in International Chinese Language Education has nothing to do with the location of the school,whether they have international Chinese teaching experience,teaching duration,teaching objects and teaching methods,practice sources and practice income.However,by comparing the changes of the average value,it is found that having teaching experience,teaching duration of more than half a year and offline teaching methods,participating in foreign practice,higher internship income are more conducive to the establishment of professional identity.Undergraduate professional background is significantly related to the professional identity level of interns.Interns with professional background of International Chinese Language Education have a high level of professional identity.There is a professional identity crisis for interns of International Chinese Language Education,which is roughly manifested as:it is difficult to integrate professional expectations and practical experience in the process of internship,confused about the prospect of professional development and doubting their own ability.The main factors leading to the professional identity crisis of interns majoring in International Chinese Language Education include intern teachers,domestic and foreign environment,internship content and professional development pressure.Based on the above research,this paper puts forward some suggestions to help interns survive the crisis of professional identity or improve their level of professional identity from the perspectives of the state and society,schools and interns.The specific contents are as follows:On the national side,（1）promote the professionalization and professional systematization of international Chinese teachers;（2）Create an employment service platform for returning teachers.In terms of schools,（1）build a training system centered on cultivating the classroom teaching ability of international Chinese teachers;（2）Provide more reasonable internship opportunities.On the personal side of intern teachers majoring in International Chinese Language Education,（1）actively respond to the new challenges of online teaching and optimize the online classroom experience;（2）Reshape professional identity in constant self-reflection;（3）Take a long-term view and make personal planning.