国际中文教育专职教师自我认知的比喻表征分析

Abstract

Full-time teachers in International Chinese Language Education serve as a vital force in sustaining the development of Confucius Institutes. Research on their self-awareness can contribute to fostering teachers' professional growth. Grounded in Rogers' self-theory, this study investigates the cognitive disparities between the "real self" and the "ideal self" among 49 full-time teachers, employing narrative questionnaires and in-depth interviews.The findings reveal that the "real self" manifests in roles such as "mission bearers" and "challenge responders," yet is constrained by environmental pressures and career-related uncertainties. In contrast, the "ideal self" aspires to more dynamic and professional identities, such as "cultural ambassadors" and "professional mentors." This dichotomy highlights the tension between institutional expectations and teachers' self-actualization.By applying self-theory to the analysis of international Chinese language educators, this study proposes actionable strategies focusing on institutional support and teacher development. It offers both a theoretical framework and practical recommendations to enhance full-time teachers' professional identity and advance the high-quality growth of Confucius Institutes.