摘要
随着国际中文教育事业的推进,教师专业发展研究备受关注,但地方应用型民办高校国际中文教师常被忽视。此类高校办学特色鲜明且处于“双师型”教师转型期,教师专业发展面临诸多困境。本研究基于教育现象学视角,剖析该群体教师在适应办学特色与“双师型”转型过程中的真实体验,发现预备教师存在职业身份认同落差,新手教师面临职业支持不足与归属感缺失,熟手教师则遭遇“双师型”转型受阻及专业发展提升困难等主要问题。针对上述问题,可通过构建教师专业发展共同体、深化校内外协同育人机制等路径,切实推动教师专业成长,服务国际中文教育事业高质量发展。
With the continuous advancement of international Chinese education,the professional development of teachers has received growing scholarly attention.However,international Chinese teachers at local application-oriented private universities remain an under-explored group.These institutions are characterized by distinct educational missions and are undergoing a transition toward cultivating“dual-qualified”teachers,posing considerable challenges to teacher development.By adopting an educational phenomenological approach,this study examines the lived experiences of these teachers as they adapt to institutional characteristics and undergo transformation into“dual-qualified”professionals.The findings reveal that prospective teachers experience dissonance in professional identity formation.Novice teachers suffer from insufficient professional support and lack a sense of belonging.Experienced teachers face barriers in achieving dual-qualification and advancing in their professional careers.For addressing these challenges,the study proposes the establishment of“dual-qualified”teacher development communities and school-enterprise collaborative training mechanisms,aiming to foster sustainable professional growth and contribute to the high-quality development of international Chinese education.
作者
韩金玲
Han Jinling(Guangxi University of Foreign Languages,Nanning,530001,China)
出处
《语言与文化研究》
2026年第1期50-53,共4页
Language and Culture Research
基金
2022年度广西高校中青年教师科研基础能力提升项目课题“地方应用型民办高校国际中文教师专业发展的教育现象学研究”(项目编号:2022KY1734)的阶段性研究成果。
关键词
国际中文教师
“双师型”教师
职业认同
产教融合
现象学研究
International Chinese teacher
“Dual-qualified”teachers
Professional identity
Integration of industry and education
Phenomenological research
