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朱志勇

赣南师范大学，中国

 

李瑾皓

澳门科技大学，澳门特别行政区，中国

 

摘要

本研究以 318 名职前国际中文教师为研究对象，采用混合方法系统分析了职前国际中文教师职业认同的现状、影响因素及提升策略。结果显示，职前国际中文教师整体职业认同水平较高，角色价值观与行为倾向得分较高，职业归属感和职业价值观相对较弱。性别、年龄和受教育水平等个体变量对职业认同无显著影响，职业认同主要受政策与文化环境、组织支持、角色适应、教学资源、教师自我发展、培训体系和数字素养等多维因素共同作用。基于此，本文提出完善制度体系、 优化组织生态、强化自我成长、深化人文关怀和促进能力融合等五项策略，为国际中文教师队伍建设和师资培养体系改革提供理论参考和实践指引。

 

关键词

职前国际中文教师，职业认同，职业发展

 

Professional Identity of Pre-Service International Chinese Language Teachers: Current Status, Influencing Factors, and Enhancement Strategies
 

Zhiyong Zhu

Gannan Normal University, China

 

Jinhao Li

Macau University of Science and Technology, Macao SAR, China

 

Abstract

This study investigates the professional identity of 318 pre-service international Chinese language teachers using a mixed-methods approach. The analysis systematically examines the current status, influencing factors, and strategies for enhancing professional identity. Results reveal a generally high level of professional identity among participants, with particularly strong scores in role values and behavioral tendencies, while professional belonging and intrinsic values appear relatively weaker. Individual variables such as gender, age, and educational background show no significant impact on professional identity. Instead, it is shaped by a multifaceted set of factors, including policy and cultural contexts, organizational support, role adaptation, teaching resources, self-development, training systems, and digital literacy. Based on these findings, five key strategies are proposed: improving institutional frameworks, optimizing organizational ecosystems, strengthening self-growth, deepening humanistic care, and promoting competence integration. These strategies offer both theoretical insights and practical guidance for the development of the international Chinese language teaching workforce and the reform of teacher training systems.

 

Keywords

Pre-service international Chinese language teachers, professional identity, professional development