Abstract
In terms of training content, overseas Chinese language teachers most need practical teaching methods, solutions to problems encountered in teaching practice, and simulated teaching. In the context of the COVID-19 pandemic, running online courses is the first choice, although in normal times before the pandemic most overseas Chinese language teachers prefer to attend training courses in China, followed by courses held in their teaching locations. The location advantages of the Greater Bay Area are manifested in the close ties between the hometowns of overseas Chinese and overseas Chinese communities, the attraction of subcultures, the advantages of industrial clusters, the construction of disciplines and resources, etc. The main weaknesses are the uneven distribution of teacher training, loose inter-school alliances, and inadequate cooperation mechanisms. The coping strategies include positioning teacher training to serve the national development plan, establishing a cooperative mechanism for continuing education of international Chinese language teachers in the Greater Bay Area, strengthening the co-construction and sharing of resources and platforms, stimulating the charm of subcultures, leveraging the role of overseas Cantonese Chinese communities, and developing dialect teaching and teacher training, etc.
Keywords
Guangdong-Hong Kong-Macao Greater Bay Area, international Chinese language education, teacher training, location advantage, development strategy
source
International Journal of Chinese Language Education; Jun 2023; Issue No. 13; p.1 - 32
Language
Chinese
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