A Study On The Professional Identity And Promotion Strategies Of Pre-service International Chinese Teachers In The Post-epidemic Era

In recent years,there has been a wave of “Chinese fever” around the world,which also has higher requirements for the professional quality of international Chinese teachers.Pre-service international Chinese teachers are an important driving force for the development of international Chinese education,and their professional identity is the internal driving force for the professional development of pre-service international Chinese teachers.This study adopts a combination of quantitative and qualitative methods.Through questionnaires and interviews,the professional identity of 178 pre-service international Chinese teachers in the post-epidemic era was investigated from five dimensions: professional cognition,professional emotion,professional will,professional expectation and professional behavior tendency.Using SPSS26.0 and AMOS software to analyze the data,this thesis explores the influencing factors of pre-service international Chinese teachers’ professional identity.It is hoped that the current situation of the pre-service international Chinese teachers’ professional identity can be more comprehensively displayed,and constructive suggestions to improve their professional identity can be given.The thesis is mainly divided into the following six parts:The introduction part includes the research background and significance of this thesis,defines the relevant concepts involved in the thesis,and introduces the theoretical basis.The first chapter is the literature review.It sorts out the relevant researches on teachers’ professional identity at home and abroad from three aspects: concept,structure and influencing factors,and briefly classifies the relevant researches on international Chinese education by domestic scholars.The second chapter is the research design and implementation.Explain the research targets and research objects,and introduce the design of the questionnaire and interview outline.The third chapter analyzes the research results.This chapter organizes the questionnaire survey data and interview texts,makes descriptive statistics on the overall status of pre-service international Chinese teachers’ professional identity,conducts regression analysis on each dimension,and difference analysis on each variable.At the same time,combined with the interviews of pre-service international Chinese teachers,this chapter draws a more objective current situation of pre-service international Chinese teachers’ professional identity in the post-epidemic era.The fourth chapter analyzes the influencing factors of pre-service international Chinese teachers’ professional identity.Combined with the results of the questionnaires and interviews,this chapter explores and summarizes the factors affecting the professional identity of pre-service international Chinese teachers in the post-epidemic era from three levels: society,school and individual.The fifth chapter is the countermeasures and suggestions.Based on the survey results and the actual situation,it puts forward targeted countermeasures and suggestions for improving the professional identity of pre-service international Chinese teachers from three levels: society,school and individual.The sixth chapter is the conclusion.It summarizes the research content and conclusions of this thesis,reflects on the shortcomings of the study,and makes suggestions and prospects for future research on the professional identity of pre-service international Chinese teachers.