1、 Functional positioning of teacher standards

The International Professional Standards for Chinese Language Teachers, released in 2022, have been improved based on the previous two editions, forming a new system consisting of 5 primary indicators and 16 secondary indicators. The new standards are not only used for evaluation and certification, but also aimed at supporting the professional development of teachers. The standard encourages teachers to actively utilize it to promote personal growth and improve the quality of international Chinese education.

2、 Teacher Standards Showcase Teacher Growth and Advancement

Teacher professional development is a gradual and progressive process that involves multiple stages. Berliner proposed five stages: novice, advanced novice, competent, proficient, and expert. Domestic scholars also have different stages of division. The growth of teachers relies on a cyclical process of professional identity, practical reflection, exploratory learning, and autonomous decision-making. Teachers achieve professional identity recognition by recognizing professional values, adhering to professional ethics, and mastering professional knowledge and skills. Through teaching practice and educational reflection, teachers become familiar with the teaching environment, proficient in teaching skills, and accumulate experience. Teachers learn new theories, acquire new skills, and enhance professional cognition. Teaching is the decision-making process of knowledge, skills, attitudes, and consciousness. Teachers should be able to flexibly respond to teaching situations, make mature decisions, and exercise teaching autonomy. Teacher professional development is a comprehensive and dynamic process, driven by professional identity, where teachers constantly practice, reflect, learn, and explore. The professional development of international Chinese teachers can be divided into four stages: preparatory teachers, new teachers, mature teachers, and expert teachers. The "Competency Standards" classify the professional abilities of international Chinese language teachers into three levels: primary, intermediate, and advanced, corresponding to the stages of teacher development. The Teacher Standards provide clear guidance and advanced paths for the professional development of international Chinese language teachers.

3、 Teacher standards clarify the professional responsibilities of teachers

Deeply explored the importance of teacher standards in clarifying teachers' professional responsibilities. The five propositions and nine aspects of foreign language teacher standards proposed by the National Professional Standards Board (NBPTS) in the United States emphasize the requirements of teacher professional ethics, code of conduct, and self-development. The "Competency Standards" are based on six basic concepts and have constructed an international Chinese teacher professional competence indicator system, highlighting the importance of teacher professional ethics and beliefs, as well as the responsibilities of teachers in teaching practice, resource selection, classroom management, and learning evaluation. At the same time, it was pointed out that there is room for improvement in the expression of teaching plans and teacher community responsibilities in the "Competency Standards". It is suggested to further clarify the responsibilities of international Chinese teachers in curriculum design and towards teacher communities, professional organizations, schools, and the general public.

4、 Teacher Standards Guide Teacher Development Path

Explored how teacher standards guide teachers' professional development. Firstly, the importance of academic education was emphasized, stating that novice teachers should receive professional training, experienced teachers should have relevant degrees, and expert teachers should have a higher level of educational background. Secondly, the necessity of continuing education was discussed, emphasizing the importance of guided practice and documentation, as well as the need for in-service teachers to continuously learn new knowledge to promote educational exploration and innovation. Finally, the role of teacher self-development and teacher community was emphasized, encouraging teachers to conduct educational research, become research-oriented teachers, and participate in professional training and academic activities to enhance their educational and teaching abilities.

5、 Teacher standards serve the professional development of teachers

The release of the 'Competency Standards' aims to support the professional development of international Chinese language teachers and should not only be used as an evaluation tool. It should serve as a fundamental guideline to guide teachers' teaching, teacher education institutions to standardize training, evaluation and certification institutions to provide evaluation standards, as well as teachers' personal career planning. Teachers can use standards to enhance the scientificity and effectiveness of teaching, educational institutions can set courses and educational practices based on this, evaluation and certification agencies can develop evaluation procedures and certificate categories based on this, and teachers can plan their careers and develop their abilities according to the standards.