國際中文教師身份認(rèn)同研究評述

提 要 教師身份認(rèn)同是教師對自身教師職業(yè)的理解，它在教師專業(yè)化發(fā)展中處于核心地位，是教師研究的重要理論框架。本文介紹了教師身份認(rèn)同的概念框架、研究方法和研究內(nèi)容，梳理了國內(nèi)外國際中文教師身份認(rèn)同研究現(xiàn)狀，總結(jié)了當(dāng)前已有研究的成果和存在的問題，在此基礎(chǔ)上對未來國際中文教師研究提出一些建議。

關(guān)鍵詞 國際中文教師；教師身份認(rèn)同；分析框架；研究方法

A Review of Research on the Identity of International Chinese Language Teachers

Wang Di， Ding Anqi

Abstract Teacher identity is teachers’ understanding of their own teaching profession， which is at the core of teacher professional development and an important theoretical framework for research of teachers. This paper introduced the conceptual framework， research methods and research content of teacher identity， and reviewed existing studies on international Chinese language teachers’ identities both in China and abroad， and summarised the development and problems in current studies. In addition， it provided some suggestions， based on the research frameworks of second language teacher identity， for future studies of international Chinese language teachers.

Key words international Chinese language teachers; teacher identity; theoretical framework; research method

一、引言

隨著我國國家實力的日益增強和國際地位的不斷提升，“中文熱”在全球范圍內(nèi)掀起浪潮，截至2021年年底，累計學(xué)習(xí)和使用中文人數(shù)近2億1。（剩余18133字）