1、 Question raised

Explored the reasons why pre service Chinese language teachers choose the Master's program in Chinese International Education and its teaching motivation. With the rapid development of international Chinese education, the demand for Chinese language teachers is increasing, but many graduates are not engaged in teaching work. Teaching motivation has a significant impact on teachers' career choices and performance, but there is no unified definition of teaching motivation in academia. This article uses the term "teaching motivation" to define it as an internal psychological driving factor that motivates individuals to plan to engage in international Chinese education work. Early research classified teaching motivation into intrinsic motivation, extrinsic motivation, and altruistic motivation. The latest research progress is the development of a scale for measuring the factors influencing teaching motivation. Based on the expectancy value motivation theory, the factors influencing teaching motivation are divided into five categories. This scale has been tested among pre service teachers in multiple countries, and it shows that pre service teachers' teaching motivation mainly includes intrinsic motivation, self teaching ability cognition, social value motivation, etc. But it is still unclear whether this scale is applicable to language teachers, especially Chinese language teachers. Most research on teaching motivation focuses on ordinary teachers and English teachers, with less attention paid to Chinese language teachers. There is a significant difference in the background of the teaching objects between Chinese and English teachers, and Chinese teachers may have special cross-cultural motivation types. The commonality of teachers' teaching motivation is greater than the difference, but it may vary due to background variables such as age, gender, teaching experience, professional background, and teaching experience. This article aims to explore the teaching motivation and influencing factors of pre service Chinese language teachers.

2、 Research Methods

The research method was introduced, including 253 first-year Chinese master's students as the research subjects, with an average age of 24.16 years old. The research tool is a self-designed "Pre service Chinese Teacher Teaching Motivation Survey Scale", which includes 33 questions from 5 aspects and adopts the form of 5 scales. The preliminary study showed that the scale had high reliability, and further modifications were made based on feedback. The background information of the questionnaire covers personal, family, educational background, and cross-cultural experiences. A total of 280 paper questionnaires were distributed to collect data, and 253 valid questionnaires were collected.

3、 Result

By using R software to conduct exploratory factor analysis on the teaching motivation of pre service Chinese teachers, it was found that 7 factors could be extracted from 33 items, but according to theoretical requirements, 6 factors were ultimately determined. These factors include cross-cultural motivation, occupational value motivation, intrinsic motivation, peer influence motivation, social value motivation, and occupational alternative motivation, which cumulatively explain 55% of the variance. After factor analysis, the reliability coefficient of the questionnaire showed good internal consistency. Further analysis revealed that scores for social value motivation, cross-cultural motivation, and intrinsic motivation were significantly higher than the median, while scores for others' influence motivation and career choice motivation were significantly lower than the median. In the background variable analysis, 180 participants were selected. Through stepwise regression analysis, it was found that the duration of Chinese language teaching and undergraduate major were significant predictive factors. Among them, the duration of Chinese language teaching significantly predicted multiple motivational factors, while undergraduate major had a negative predictive effect on career candidate motivation.

4、 Discussion

In depth exploration of the teaching motivation characteristics of pre service Chinese language teachers revealed that they have a strong cross-cultural motivation, which has not been mentioned in previous research and has a significant impact on teaching activities. Meanwhile, pre service Chinese language teachers exhibit strong internal motivation, which is related to their interest in teaching activities and recognition of their own abilities. In addition, they also have a high social value motivation, which is closely related to the national and ethnic positioning of international Chinese education. However, the motivation for career value is relatively weak and may be related to the employment situation. The study also found that Chinese teaching experience and undergraduate major are significant background variables that affect teaching motivation. Teaching experience can enhance cross-cultural motivation and career value motivation, while the higher the correlation between undergraduate major and international Chinese education, the lower the motivation for career choices. These findings are consistent with Watt and Richardson's teaching motivation theory framework and the expectancy value motivation theory model, indicating that the teaching motivation of pre service Chinese language teachers is mainly composed of intrinsic motivation and recognition of the value of international Chinese education.

5、 Suggestions for the cultivation of Master's degree in Chinese International Education

Multiple suggestions have been put forward for the cultivation of Master's degree programs in Chinese International Education, in order to enhance the teaching motivation and professional abilities of pre service Chinese language teachers. Firstly, in terms of enrollment, the social value and cross-cultural advantages of international Chinese education are emphasized. It is recommended that training institutions objectively introduce employment prospects and attract outstanding talents in their promotion. Secondly, in terms of training, it is recommended to strengthen teaching motivation, conduct classified training, and make good arrangements for internships to enhance the understanding and interest of Chinese master's students in international Chinese education. In addition, targeted training should be provided for students with different professional backgrounds to deepen their understanding of the profession. Finally, in terms of employment, given the severity of the current employment situation, it is recommended that universities guide Han master's students to broaden their employment channels and utilize their cross-cultural communication skills and teaching abilities to develop in multiple fields.