1、 Research background

From 2020 to 2022, the international Chinese education model has undergone significant changes due to the pandemic, transitioning from offline to online and then to blended learning. Most teachers are forced to participate in innovation and face challenges due to a lack of willingness, experience, and support. The exploration and challenges of the international Chinese language teacher group in a domestic university are analyzed, and the process of identity construction and the influence of socio-cultural factors on identity development are studied.

2、 Research Theory and Research Methods

Explored the construction and development of the identity of second language teachers, emphasizing the dynamic and subjective nature of teacher identity. The research background is set in the School of International Cultural Exchange of a university in eastern China, focusing on the transformation of teachers from offline to online teaching during the COVID-19 epidemic. The research object is the teacher group of the college, especially a female teacher Y with ten years of teaching experience. Through the collection and analysis of materials from multiple perspectives such as teaching logs, participatory observation, text data analysis, and survey interviews, a narrative research method is adopted to reveal the influencing factors in the process of teacher identity construction and their role in professional development.

3、 Research results

In the spring semester of 2020, teachers were forced to switch to online teaching due to the epidemic, and generally felt uncomfortable and resistant, believing that online teaching was a kind of "turmoil". They face technical difficulties and psychological panic, such as PPT screen recording, material upload issues, and students not being able to see videos, while also worrying about platform stability and interactive effects. Teachers share questions and emotions in WeChat discussion groups, but online teaching still relies mainly on one-way information transmission, and they look forward to returning to offline teaching.

4、 Research insights

Research on teacher development is shifting towards the cognitive domain, and the construction of teacher identity is crucial for professional development. Online teaching is becoming increasingly popular in international Chinese education, especially in overseas Confucius Institutes, becoming an important supplement to offline teaching. The construction of teacher identity is influenced by external environment, and external support for online teaching is crucial. Teacher training should be integrated into the teaching process, rather than just focusing on the application of technology. Communication, observation, and evaluation among teachers are crucial for enhancing professional competence and should promote the formation of a teaching community. The study reveals the passive participation and inner struggle of teachers in teaching mode reform, emphasizing the importance of teachers' internal cognitive changes and overcoming external challenges. Teacher training should include self-learning ability, teaching action research, and reflective practice strategies to promote teachers' construction of new identities in a changing environment and promote professional development.