Research on Teacher Training Driven by The Standard

Abstract

 The revision of the International Chinese Teacher Professional Competency Standard has further elucidated the multifarious professional capabilities demanded of international Chinese teachers. It has also accentuated the core orientation and practical trajectory of the international Chinese education discipline’s development. In the context of the ever-evolving teaching requirements and the rapid advancement of technology, contemporary international Chinese teachers are in urgent need ofenhancing their multi-dimensional professional qualities to address the increasingly intricate educational and teaching challenges. This research has identified several practical obstacles in the current training process of international Chinese teachers. These include relatively weak professional capabilities, unresolved issues in the disciplinary foundation, and the lack of connection between teaching and research. Through a comparative analysis of different versions of the International Chinese Teacher Professional Competency Standard, the following findings can be summarized. Firstly, all versions emphasize the systematic cultivation of teachers’ professional capabilities. Notably, the latest version of the standard has stipulated morecomprehensive and diverse ability requirements for teachers. Secondly, InternationalChinese Teachers should actively engage in professional development training and constantly keep abreast of the latest developments and trends in the discipline. Thirdly, it is imperative to promote the profound integration of teaching and research to facilitate teachers’ professional growth and the concurrent enhancement of their self-worth in practice.