1、 Introduction

The International Standards of Professional Competence for Chinese Language Teachers, revised in 2019, took three years to compile opinions from domestic and foreign experts, scholars, teachers, volunteers, and educational institutions, and was released by the World Chinese Language Association. This standard aims to guide the training, selection, and professional development of international Chinese language teachers, and promote the professionalization and specialization of the teaching staff. The standard is jointly drafted by universities, social organizations, and enterprises from multiple countries and has international significance. Under the influence of different educational policies, cultural backgrounds, teaching environments, and other factors, the application of standards needs to be combined with specific contexts. This article will analyze the development process, role, and characteristics of standards, and provide application recommendations.

2、 The guiding role of the Standard

The International Professional Standards for Chinese Language Teachers are published by the World Chinese Language Association and belong to group standards, which are different from national mandatory standards. This standard provides educational guidance for international Chinese language teachers and can serve as a basis for professional competence assessment, training, and career planning. It also provides reference for schools and educational institutions in Chinese language education and talent cultivation. The International Chinese Teacher Certification Examination is based on this standard, and the examination structure corresponds to the standard content. Standards are not equivalent to teacher qualifications or job requirements. Applicants must meet professional standards and specific job requirements. As "International Chinese Education" becomes an independent professional degree category, the academic community needs to discuss the adjustment and connection of the training system, curriculum system, and assessment system. TELL organization has developed a teacher self-assessment manual guided by teacher standards, making the ability descriptions in the standards specific and operable, providing reference for teachers' professional ability self-assessment.

3、 The universality characteristics of the standard

The universality of the International Professional Standards for Chinese Language Teachers is reflected in its philosophy, content, and expression. In terms of ideology, the standards reflect the mainstream ideas of international education reform, emphasizing that teachers are practitioners and recipients of lifelong learning, and that "lifelong learning" is one of the core concepts. In terms of content, the standards are aligned with major international teacher standards, referencing teacher standards from multiple countries to ensure their internationalization and applicability. In terms of expression, the standard adopts a "condition+behavior+content" approach, which is consistent with the international mainstream teaching and learning standards. In the process of formulating standards, the common characteristics among different individual teachers were fully considered, and universal abilities were selected for description to adapt to different countries and educational environments.

4、 Personalized Context for the Application of Standards

The International Professional Standards for Chinese Language Teachers (hereinafter referred to as the "Standards") require personalized applicability analysis in international Chinese language education practice. The Standards establish five dimensions of professional philosophy, professional knowledge, professional skills, professional practice, and professional development, but the weights of different dimensions and indicators should be adjusted according to specific contexts. Compared to the UK Standards for Primary and Secondary School Teachers, the Standards place more emphasis on teachers themselves, while the latter focuses more on students and other relevant personnel. The Standards should reflect the hierarchy of dimensions and indicators, and pay attention to the psychological characteristics and growth needs of primary and secondary school students, as well as special needs students. As a universal standard, the effective implementation of the "Standard" needs to be combined with personalized characteristics and needs. For example, the European Language Teacher Competency Assessment Grid (EPG) provides guidance for the personalized application of universal standards in specific educational contexts. The "Standards" are based on the principles of teacher ethics, literacy, learner centeredness, cross-cultural communication skills, emphasis on cooperation, and lifelong learning, and provide standardized descriptions of the professional abilities of international Chinese education teachers. Subsequently, supporting documents such as standard interpretation and application guidelines will be developed, and evaluation tools will be developed to provide a basis for the professional construction, talent cultivation, teaching reform, and teacher self-development of international Chinese education. At the same time, it is necessary to conduct localized application analysis of standards in different countries, explore diversified models, meet the demand of society for excellent international Chinese education talents, and serve international Chinese education practice and teacher professional development.