A Study Of The Identity Of Native Chinese Teachers In Kyrgyzstan

Teacher identity refers to teachers' recognition of themselves and their groups.Continuous improvement of the identity of native Chinese teachers is the guarantee of building a high quality native Chinese teachers team and one of the important ways to promote the overseas dissemination of Chinese.This paper uses the questionnaire method and educational narrative research to analyze the situation of 79 native Chinese teachers in Kyrgyzstan.Based on the sociocultural theory and the “causal correlation model of teacher development”,describes the degree of identity of native Chinese teachers in Kyrgyzstan and analyses the factors affecting their identity.The innovation of this paper lies in the choice of research objects and perspectives,and increasing the perspective of cultural integration in teachers' identity.Questionnaire survey shows that the overall level of identity of native Chinese teachers in Kyrgyzstan is on the upper middle level,and the level of identity of teachers is good.Among them,professional identity is the lowest and environmental identity level is low,which indicates that the optimization of the teaching staff still needs to pay attention to the professional development of native Chinese teachers and the improvement of their environment.Based on the narrative study,the factors influencing the identity of teachers are found,including important people and schools,social and cultural support,teachers' professional knowledge and teaching reflection.Finally,the corresponding strategies are put forward,that are some suggestions for important people and Confucius Institutes,and some expectations for native Chinese teachers.