吉尔吉斯斯坦本土中文教师职业选择动因与专业认同形成机制研究
Abstract
Local Chinese language teachers in Kyrgyzstan are important to the sustainable development of Chinese language education in Central Asia. However, how their early learning experiences and career choices are reinterpreted in subsequent professional practice and become linked to the formation of professional identity remains underexplored. This study examines career-choice motivations, dimensions of professional identity, and processes of professional identity formation. Drawing on the FIT-Choice framework and research on the dynamic construction of teacher professional identity, the study adopts a qualitative design. In January 2025, semi-structured interviews were conducted face to face with 20 local Chinese language teachers in Kyrgyzstan, and the data were analyzed using thematic and cross-case analysis. Four main career-choice motivations were identified: family and social influence, cultural appeal, career-development expectations, and contingent opportunities. Professional identity was expressed in four dimensions: affective identification, identification with cultural understanding and cultural transmission, competence identification, and role identification. Cross-case comparison showed that initial motivations alone did not explain differences in teachers’ later professional identity and professional engagement. Language-learning experiences, teaching practice, cultural contact, competence evaluation, and institutional support shaped how earlier choices were reinterpreted. Positive professional experiences could turn contingent or externally driven choices into sustained engagement, whereas heavy workloads, insufficient resources, limited career support, and personal-life changes could weaken established professional identity. The study proposes a dynamic explanatory framework linking career-choice motivations, practical experience and meaning-making, multidimensional professional identity, and professional engagement, emphasizing both pre-entry competence preparation and sustained post-entry support for local teacher development.
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References
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DOI: https://doi.org/10.20961/maobi.v4i1.126997
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