A Narrative Research On The Identity Of International Chinese Teachers

"Identity" is the identification of an individual's self-identity and the cognition of the group to which it belongs.It reflects teachers' judgments on the meaning of personal education practice and career value,and affects teachers' daily teaching behavior,teaching effect,and future career development,etc.For teachers,only if they highly identify with their profession can they make unremitting efforts to promote the continuous improvement of their teaching level.As a new type of social and cultural identity generated by the development of the times,the high degree of identity of international Chinese teachers helps promote the spread of Chinese in the world.Therefore,the research on the identity of international Chinese teachers helps to achieve a deep change in teachers'internal concepts,solve the teacher's identity crisis,and promote the professional development of teachers.The identity of international Chinese teachers is a process of dynamic formation.This article uses narrative research methods and through multiple rounds of in-depth interviews to narrate the growth experience of two international Chinese teachers,revealing them from the four dimensions of occupation,profession,personal,and environment.The formation process of identity and related influencing factors are designed to provide some effective suggestions for the quality of international Chinese language teacher training.The full text is divided into five chapters.The first chapter is about the origin of the research,the research significance,the research dynamics and the research design;the second and the third chapters are the exploration of the story of two international Chinese teachers,Y and Z,revealing the formation process of their identity through narrative methods;chapter 4 analysis shows that individual factors,objective factors,and social factors are all important factors that affect the identity of international Chinese teachers;Chapter 5 is the thinking and suggestions on the identity of international Chinese teachers.Through research,we found that although the group of international Chinese teachers has individual characteristics,the factors that affect their teacher identity have common laws.Based on the above research,the following suggestions are made:at the individual level of teachers,make a reasonable career plan,cultivate a proactive attitude,and strive to promote professional development.At the level of institutions,training institutions should determine reasonable curriculum content,strengthen professional teacher guidance,and optimize employment guidance;vocational institutions should help new teachers form a teacher practice community,and strengthen the encouragement and affirmation of international Chinese teachers.At the social level,enhance the awareness of international Chinese teachers,promote positive public opinion orientation,and enhance their self-confidence and sense of belief.