1、 Introduction

With the strengthening of China's national strength and the improvement of its international status, the global "Chinese fever" has emerged, and the number of Chinese learners has surged, leading to an increasing demand for international Chinese teachers. However, the shortage of professional teachers has become a bottleneck in the development of international Chinese education. Existing research mostly explores teacher development from an external perspective, while teacher identity, as an internal perspective, is crucial for teacher professional development, but related research is relatively insufficient. Teacher identity affects their practical knowledge, teaching activities, and motivation, and is a core element of their professional life. Therefore, strengthening the research on the identity recognition of international Chinese language teachers is of great significance for promoting the professional development of teachers.

2、 Concept and Characteristics

Deeply explored the concepts and characteristics of "identity recognition" and "teacher identity recognition". Identity is defined as an individual's response to 'who am I', involving their relationships with others, as well as the meaning and significance of their life. Teacher identity is based on institutional identity, emphasizing teachers' understanding of teaching and their own roles, as well as their professional characteristics and career development. The construction of teacher identity is influenced by society and others, and is a dynamic, historical, social, complex, dynamic, and practical process. The connotation of teacher identity is rich, including multiple sub identities, which need to be adjusted and balanced between different identities. Teachers reflect and construct their own identity through speech acts and teaching practice activities.

3、 Research Framework and Paradigm for Second Language Teacher Identity

The research on second language teacher identity has gone through two stages. In the early stages, social identity theory, situational learning theory, and imagery text concept were mainly adopted. After 2005, social and cultural theory, post structuralism, activity theory, and other multi angle theoretical frameworks were introduced. The research method is mainly qualitative research, and narrative research is an effective tool for exploring identity recognition. Teachers construct their own identity through narrative. Research tools include semi-structured interviews, classroom observations, teaching reflection logs, etc. In recent years, visual tools and narrative frameworks have been introduced. The research subjects cover teachers with different mother tongues, experiences, and career development stages. The content is divided into synchronic and diachronic studies, exploring the construction and changes of teacher identity, as well as the influence of factors such as education reform, school requirements, teacher initiative, and emotions.

4、 The current status of research on the identity recognition of international Chinese teachers in China

The research on the identity recognition of Chinese language teachers in China has gradually increased since 2011, and there has been a significant upward trend in 2019. The research mainly focuses on pre service Chinese teachers, especially volunteer teachers, exploring their dual or triple identities and the challenges they face in overseas teaching. The study also involved changes in pre service teacher identity and regional nationalization research. Local and Chinese teachers have also received attention, but relatively less. Although there is a lack of empirical data on the identity recognition of online Chinese teachers, it has certain significance in the current situation. The research has problems such as limited results, scattered topics, lack of scale and system, insufficient attention to local and in-service teachers, and misunderstandings, confusing "identity recognition" with "identity recognition".

5、 The Current Status of Research on the Identity Recognition of International Chinese Teachers Abroad

The research on the identity recognition of international Chinese teachers in foreign countries began in 2006, five years earlier than in China, but the publication time of the research is unstable. The research subjects are mostly overseas Chinese language teachers with Chinese educational backgrounds, focusing on their cross-cultural teaching experiences and cultural identities. Ennser Kananen and Wang (2016) found that Chinese language teachers attempt to integrate cultural identity into curriculum learning and suggest that teacher training consider cultural identity. Wang and Du (2014) used ethnographic interviews to study Chinese language teachers who immigrated to Denmark and found that their identity changed with cross-cultural environments. Wu et al. (2011) found that the professional identity of Chinese school teachers in American communities is weak, and they believe that parents should take on more educational responsibilities. Teng (2017) found that there is a significant difference in identity recognition between new Chinese language teachers before and after joining, leading to increased stress and insecurity. Zhang and Zhang (2018) studied Chinese teachers whose native language is Danish and found that they teach in a Danish speaking environment without cross-cultural challenges and are more sensitive to language and cultural differences. Foreign research focuses more on in-depth description of teacher identity, often using qualitative research methods. The research subjects are mainly Chinese speaking teachers, and there is less research on non-native Chinese speaking teachers.

6、 Outlook and Future

The current status of research on the identity recognition of international Chinese teachers indicates that the number of studies is limited, the content is scattered, lacks systematicity, and there are issues with inappropriate methods. Suggest expanding the research group, adopting qualitative research methods, and delving into the connotation and development laws of identity recognition. Research should focus on the role of influencing factors in identity construction, understand identity crisis, and explore prevention mechanisms. Propose multiple research topics, such as the construction of pre service teacher identity, the impact of overseas internships, the influence of important others, self reflection, teacher emotions, agency, classroom identity recognition, online teaching environment, and identity recognition of non-native Chinese speaking teachers. Emphasize the importance of teacher identity in teacher education, and pay attention to the impact of teachers' personal investment, emotions, beliefs, and initiative on teaching practice. Strengthening research is the key to promoting the healthy development of international Chinese teacher education.