Current Research Status and Improvement Path of Professional Identity of International Chinese Teachers in the Past Decade ——Based on Nvivo14 Analysis of 82 Articles

Abstract

This article focuses on 82 pieces of literature on the professional identity of international Chinese language teachers over the past decade. Based on grounded theory and using literature research methods, a three-level coding analysis was conducted on the literature using NVivo14, systematically deconstructing the research framework of international Chinese language teachers' professional identity through three nodes: the concept of professional identity, influencing factors, and exploratory paths. The research shows that the current conceptual studies present characteristics of 'static dominance and weak dynamics,' emphasizing intrinsic elements while neglecting developmental mechanisms. Among the influencing factors, external environments and individual intrinsic dilemmas constitute core resistance, revealing the imbalance in the professional identity of international Chinese language teachers due to group differences. The pathways for enhancement are supported by policy guarantees, stimulation of endogenous motivation, and professional training, which serve as the three main pillars. It proposes the construction of a dynamic identity model and deepening the exploration of differentiated mechanisms across groups, which can provide theoretical references for optimizing the construction of the international Chinese language teaching workforce.