1、 Introduction

The convening of the first International Chinese Education Conference in 2019 marks a new period of development for Chinese international education. Since China received its first group of students from Eastern European countries in 1950, teaching Chinese as a foreign language has gone through a 70 year process. The development of teaching Chinese as a foreign language can be divided into two periods: the period of international Chinese education and the period of international Chinese education. In the new era, more attention will be paid to the diversity of development and international cooperation, and an open, inclusive, and standardized modern international Chinese education system will be built. Chinese teachers play an important role in the practice of "Three Teachings", and the demand and cultivation of Chinese teachers vary at different stages and periods. The main venues for international Chinese education are overseas, and attention should be paid to the differences in political, social, cultural, language environments, and the development of Chinese education in different countries. The revision and improvement of the training, standards, and qualification certification system for international Chinese teachers in the new era need to meet the short-term and long-term goals of international Chinese education, and pay attention to the specific needs of current Chinese international education and international Chinese education.

2、 Development of Chinese International Education and Standards for Chinese Language Teachers

A detailed review of the historical development of teaching Chinese as a foreign language was conducted, starting from the Han Dynasty, through the construction of disciplines and undertakings in the 1980s, and culminating in the rise of international Chinese education in the early 21st century. Initially, teaching Chinese as a foreign language was mainly aimed at international students studying in China. With the reform and opening up, the number of international students has surged, and teaching Chinese as a foreign language has gradually become more specialized and scaled up. Entering the 21st century, Chinese international education has become a new stage, mainly targeting overseas markets and non degree learners. The establishment of Confucius Institutes marks the beginning of this stage. The standards for Chinese language teachers have also developed accordingly, from the initial qualification certification for teaching Chinese as a foreign language, to the later certification of Chinese as a foreign language teaching ability, to the formulation of international Chinese language teacher standards and the introduction of international Chinese language teacher certificates, reflecting the demand for the transformation from teaching Chinese as a foreign language to Chinese international education. At the same time, in order to address the shortage of teaching staff, China has launched the International Chinese Language Teacher Volunteer Program and strengthened the training of overseas local teachers. With the rapid development of Confucius Institute projects, teacher training and development have accelerated, and the number of Chinese language teachers dispatched and trained has significantly increased. Overall, the requirements and standards for Chinese language teachers are constantly adjusted and improved as the teaching of Chinese as a foreign language evolves from international Chinese education to international Chinese education.

3、 International Chinese Education and International Chinese Teachers

International Chinese education is an extension of teaching Chinese as a foreign language and international Chinese education, with a broader scope that includes various forms of Chinese education outside of the Confucius Institute platform. This stage emphasizes cooperation with overseas institutions to promote Chinese as an international language. Although Chinese international education and international Chinese education have the same English translation, their concepts are different. The former focuses on dissemination, while the latter emphasizes international language positioning. Chinese international education focuses on the teaching of the Chinese language itself and culture, while international Chinese education emphasizes localization and cross-cultural communication. The sustainable development of Chinese language education requires localization, combining international and local education to enhance the vitality and sense of belonging of Chinese language education. International Chinese education includes four sections: teaching Chinese as a foreign language in a narrow sense, international Chinese education through the Confucius Institute platform, overseas local Chinese foreign language education, and Chinese language education. Different departments have different requirements for Chinese language teachers, and professional competency standards need to be developed based on the educational target and purpose.

4、 Implementation certification and cooperation of the International Professional Standards for Chinese Language Teachers

The International Professional Standards for Chinese Language Teachers, released in August 2022, are of great significance to the development of international Chinese education, promoting a shift from quantity to emphasizing both quality and quantity, and establishing an international Chinese language teacher competency certification system. The new standard provides a comprehensive overview and grading of abilities related to Chinese second language teaching, with a particular emphasis on the importance of digital teaching capabilities. The new standards take into account the actual needs and main target groups of international Chinese education to achieve sustainable development. Teaching Chinese as a foreign language both domestically and internationally is an important component of China's efforts to promote the dissemination of the Chinese language, while localized Chinese language education abroad needs to consider local economic and cultural conditions as well as practical needs. Overseas Chinese language education is divided into two categories in terms of purpose: "inheritance and preservation" and "inheritance and inflow", which puts higher demands on teachers. The new standards and their ability level classification have high requirements for the professional abilities of Chinese teachers, which are related to the educational requirements for international Chinese teachers. They are mainly applicable to the training and certification of Chinese teachers serving the international Chinese education market. The new standard, as a group standard, has guiding significance and reference value for the training and development of Chinese language teachers in overseas foreign language education systems. International Chinese education should cooperate with relevant departments and institutions overseas to assist in cultivating local international Chinese teachers. Holding an international Chinese education teacher qualification certificate has advantages in finding jobs overseas, but there is a need for localization of qualifications. The international Chinese education market includes both domestic Chinese language education and overseas Chinese language education, as well as Chinese language learners who participate in formal and informal academic education. The International Chinese Language Teacher Qualification Examination, the International Chinese Language Teacher Professional Competence Standards, and the certification threshold established based on them are relatively high, and there is a market gap. It is suggested to establish a dual track international Chinese teacher professional competence standard and qualification certification system, including Class A (entry-level) and Class B (advanced) certificates, to fill the market gap. The A-level certificate has a relatively low threshold and is aimed at individuals worldwide who are interested in engaging in Chinese language teaching. It does not require nationality, education, or other qualifications. The B-class certificate is close to the international standards for Chinese language teachers, but needs to be adjusted to require candidates to have high Chinese language teaching abilities, professional knowledge, language theory foundation, and certain educational requirements. The new standard clearly specifies the three levels of professional competence for international Chinese language teachers, providing development space for their professional careers. To promote the application of new standards and ensure the implementation of qualification certification, it is recommended to adopt different reward measures for teachers who have obtained different levels of qualification certification. Regular participation in vocational training and exchanges by teachers is an important component of the qualification certification system, which helps teachers update their knowledge, reflect on their experiences, and develop their skills. International Chinese teacher qualification certification and vocational training need to keep up with the times to adapt to local Chinese language teaching requirements, obtain local teacher qualifications, and integrate into the local foreign language education system.

5、 Conclusion

International Chinese education is an extension of teaching Chinese as a foreign language and overseas Chinese education, with different educational concepts and methods. The International Professional Standards for Chinese Language Teachers aim to serve educational goals and targets, and promote the breadth and depth of education through A-class and B-class qualification certificates, respectively. Localized cultivation and training are key to promoting the localization process of international Chinese education.