Promoting the Professional Learning of International Chinese Language Teachers: Why and How

Building a high-quality team of learning-oriented international Chinese language teachers serves as both an internal driving force for advancing the high-quality development of international Chinese language education and a crucial approach to implementing the Professional Competence Standards for International Chinese Language Teachers. International Chinese language teachers are confronted with numerous challenges and dilemmas in their professional learning. To further explore such learning predicaments, this study adopts purposive sampling and conducts a multi-case qualitative research on 10 international Chinese language teachers from universities in mainland China. The findings reveal prominent learning dilemmas among these teachers, including simplistic learning paths, insufficient in-depth teaching reflection, unstable professional learning communities, and unsatisfactory training outcomes. International Chinese language teachers can deepen their understanding of international Chinese language education and enhance their professional competencies through three intermediary dimensions: cultural carriers represented by professional books, academic journals and online resources; practical activities including overseas teaching assignments, teaching reflection and academic conferences participation; as well as social relations involving experts, colleagues and students. Accordingly, universities are suggested to foster a teacher-friendly learning atmosphere and implement supportive policies for the professional development of international Chinese language teachers. Meanwhile, international Chinese language teachers should take an active role in their own professional development by identifying effective learning pathways that support their sustained professional growth.

Keywords

international Chinese language teacher, teacher learning, learning path, dilemma, optimization strategy

source

International Journal of Chinese Language Education; Jun 2026; Issue No. 19; p.1-22

Language

Chinese