1 Introduction

We discussed the profound changes in global language and cultural dissemination and their impact on international Chinese education, emphasizing the importance of the International Chinese Education Volunteer Program. The project aims to cultivate high-quality international Chinese education talents and enhance the global influence of Chinese language. China has sent 70000 volunteers to more than 150 countries, mainly composed of fresh graduates, master's and doctoral students, and primary and secondary school teachers. The research trend of international Chinese education volunteers is in line with international standards, focusing on teacher groups and empirical research. The project effectively alleviated the shortage of overseas teachers and provided high-quality teaching services. Studying the teaching practice of international Chinese education volunteers is of great significance for the construction of the training system and top-level design. However, existing research mostly focuses on micro level teaching practices and lacks a macro perspective. This study introduces the theory of language education planning, examines the behaviors and activities of volunteers during teaching internships, explores the factors that affect their initiative, and proposes language planning suggestions that are suitable for development.

Theoretical Model of Language Management and Proactive Perspective

Introduced the application of language management theory models and agency perspectives in the study of volunteer agency in international Chinese education. Language management theory is the theoretical foundation of language education planning, focusing on the actual situation and needs of language use, and helping to formulate scientific and reasonable educational policies. The role of individuals in language planning is increasingly prominent, and language teachers, as intangible planners, become important subjects in language policy and planning processes by reflecting on their own concerns and visions, responding to structural decisions. Agency is a social participation process with a temporal dimension, influenced by past habits, facing future possibilities and current emergencies, manifested in people's choices and actions. In international research on Chinese language teachers, the use of the concept of agency in conducting teacher development research has limited results, mainly focused on the macro planning level. The research on international Chinese education volunteers focuses on the relationship between subjective cognitive elements and teacher agency, but has not yet formed a mechanism for the transformation and communication between research and practice, resulting in insufficient understanding of practical difficulties. This study examines how international Chinese education volunteers can actively participate in teaching practices, combining individual development with macro language planning issues, exploring intervention, support, and evaluation strategies and paths, and providing practical case references for constructing language education planning frameworks and participating in global language governance. The theory of language management divides the interaction process between individuals and structures into five stages, focusing on the dialectical unity between individual agency and social structure. This study collected data through in-depth interviews and presented the initiative of international Chinese education volunteers under hierarchical management based on the narratives of interviewees in semi-structured interviews. Two research questions were proposed: what kind of initiative do international Chinese education volunteers demonstrate in the teaching practice process, and what factors affect their initiative.

3 Research Design

Introduced the design of the research on the initiative of international Chinese education volunteers. The research background emphasizes the importance of educational talents in the development of international Chinese education, as well as the core position of professional master's degrees in educational planning. The study participants were three international Chinese language education volunteers with different educational backgrounds and practical stages, selected through purposive sampling to reflect the diversity of the volunteer population. In the data collection and analysis section, the researchers used semi-structured interviews, combined with formal interviews and informal communication, conducted in Mandarin to ensure that the respondents fully expressed their ideas and experiences. Researchers organize interview data through content organization, internal case analysis, and cross case analysis to reveal the choices, actions, motivations, and influencing factors behind the participants' agency.

Analysis of the Initiative of International Chinese Education Volunteers and Its Influencing Factors

International Chinese education volunteers face an adaptation period in overseas teaching practice, and need to be familiar with the teaching objects, cultural environment, and work environment. They realized their lack of teaching experience and felt the gap between their teaching ideals and reality. The teaching internship locations are mainly concentrated in China, making it difficult to deeply participate in teaching activities and have insufficient understanding of second language teaching objects. There is a discrepancy between the volunteer's own positioning and the expected role in the overseas teaching practice environment, which leads to discomfort in the early stages of work. The differences in teaching practice environments at home and abroad encourage volunteers to exert their initiative, explore paths and methods to solve problems, and reflect the planning issues in international Chinese education talent cultivation and professional development.

5 Discussions

This chapter analyzes the problems encountered by international Chinese education volunteers in their professional development, including insufficient past experience, lack of environmental support, and unclear goal setting. Research has found that the initiative of novice teachers is closely related to their internship experience, work environment, and future goals. To address these issues, it is recommended to strengthen pre job professional knowledge reserves and practical exercises, guide students to enhance their awareness of cultural equality through reflection, and refine training content to meet the needs of different teaching objects. At the same time, it is necessary to provide administrative system support and material resource support from both the training unit and the internship unit, and pay attention to the individual needs of volunteers. In addition, students should be guided to think about future development goals as early as possible, strengthen the construction and planning of the international Chinese education teacher development system, establish a career development guidance system that integrates teaching internships with employment, and enhance professional identity. Finally, from the perspective of the international Chinese teacher training model, it is necessary to further plan the scale and intensity of various types of teacher training, strengthen the external macro environment content of language and teaching skills, guide students to actively participate in language planning and policy practice, and achieve an organic balance between ontology knowledge, curriculum teaching methods, and policy strategies in the field of international Chinese education.

6 Conclusion

Through language management theory, case and cross case analyses were conducted on international Chinese education volunteers, revealing multiple factors that affect their initiative, including past experiences, work environment, and future goals. The study emphasizes the importance of formulating effective teacher policies to promote professional development and initiative, and points out that teacher initiative is a dynamic process that requires continuous attention and research.