Professional Practice Competence Of Volunteer Chinese Teachers In Thailand

“Teacher” is the most important part of “three teachings” in the field of teaching Chinese as a foreign language.In order to better spread the Chinese language,Hanban launched the Chinese Teacher Volunteer Program in 2004,with the largest number of volunteer Chinese teachers in Thailand.There are many research achievements,but most of them focus on cross-cultural adaptation and Chinese ontology teaching,and there has been little research on the professional practice competence of this group of teachers.The professional practice competence of overseas Chinese teachers is very important.There are a large number of teacher volunteers,and the investigation of them is not only conducive to the follow-up work,but also to help them achieve the ideal teaching effect better.It will be beneficial to the development of Chinese international communication.Based on this,the research will investigate and analyze the status of professional practice competence of volunteer Chinese teachers in Thailand.In this study,questionnaire surveys and semi-structured interviews were used to investigate the basic teaching situation of a total of 81 volunteer Chinese teachers in Thailand(the Hubei Provincial Team).Based on a comprehensive review of relevant literature and theories,and the Standards for Teachers of Chinese to Speakers of Other Languages(STCSOL)(2012),the paper discusses the connotation of the professional practice competence of volunteer Chinese teachers used in this research.It then investigates and analyzes their professional practice competence from three dimensions: restricted competence,extended competence and meta-competence.It finds that their professional practice competence is deficient in the above three dimensions,among which the restricted competence is the most insufficient,which is manifested in the single classroom teaching method,the lack of classroom order management ability,and the need to optimize the classroom activity organization ability.At the level of extended and meta-competence,the group performs well,but their language ability of the host country in the level of extended competence needs to be improved,and their reflective ability and professional development at the level of meta-competence are insufficient.The deficiencies mentioned above are reflected in the STCSOL(2012),in which the respondents are not able to reach the standards in teaching methods,teaching organization and classroom management,language of the country where they teach,educational research ability and professional development awareness.Finally,based on the research results,several suggestions are proposed to improve the professional practice competence of volunteer Chinese teachers in Thailand from three aspects: individual career planning,college education and Hanban training.