Research On The Identity Of Chinese Teachers In The Confucius Institute In The UK

In recent years,the research on teacher identity has gradually become a hot topic in the field of education research.In the emerging field of international Chinese language education,Confucius Institute,as an important place for all countries to learn Chinese language and culture and understand contemporary China,has become an important research object.Teacher is the key factor of Confucius Institute.The majority of Chinese teachers in Confucius Institutes are professional teachers and Chinese teacher volunteers,and there are also a small number of local Chinese teachers.The self-identity of these Chinese teachers has a direct impact on their professional growth and teaching effect,so it should be paid more attention to.Teacher identity is a combination of social identity and self-identity.In this paper,the identity of Chinese teachers in Confucius Institutes refers to the self-reflection of Confucius Institute teachers on the basis of their learning experience,work experience,self-ability and other aspects,and the reflection of themselves in a large group of overseas Chinese teachers.Based on the social evaluation and expectation of this group,they reflect on the degree of emotion and value affirmation they have obtained from the group as a member,so as to position themselves in the social group.The UK is in great demand for international Chinese language teachers,and China sends hundreds of Chinese language teacher volunteers and government teachers to the UK every year.In addition to Chinese teaching,Chinese teachers of Confucius Institutes in the UK also encounter many problems when communicating with British people in daily life.Teachers' self-identity will affect their enthusiasm when dealing with problems.How to actively build the identity of teachers in Confucius Institutes is related to their teaching and life.At present,there are few studies on the identity of Chinese language teachers in Confucius Institutes in China,and they are mainly studies on the identity of Chinese language teacher volunteers.There is a lack of research on the identity of local teachers and professional teachers in Confucius Institutes,especially the research on the identity of different types of Chinese language teachers in Confucius Institutes according to countries.Based on the questionnaire framework of existing domestic and foreign researches,this study adjusted and modified the specific content.By combining quantitative and qualitative methods,through questionnaires and interviews,this study conducted an investigation and research on the overall status of identity of Chinese teachers in Confucius Institutes in the UK from 2019 to 2020.The questionnaire survey showed that the status of identity of Chinese teachers in Confucius Institutes in the UK was generally at a high level,among which the status of identity was the lowest,indicating that teachers had an identity crisis in this aspect.The interview narrative research shows that teachers' subjective factors,social environment and culture are important factors affecting the identity of Chinese teachers in Confucius Institutes in the UK.Finally,this paper puts forward some suggestions to the government,Confucius Institutes and teachers.In addition,this paper also analyzes the differences in the identity of Chinese language teacher volunteers,professional teachers and local teachers,in order to help different types of Chinese language teachers in Confucius Institutes in the UK correctly understand their own identity and role,and more actively engage in teaching work.