International Chinese Language Teachers' Intercultural Teaching Competence - Based on International Understanding Education Perspective

Abstract

This study explores the international understanding of educational beliefs among international Chinese language teachers. Using a sample of 338 teachers from 37 countries, the research employs a quantitative approach to evaluate teachers' awareness across four dimensions: 'one of the global', 'one of the national', 'one of the nature', and 'one of the social'. The findings indicate that teachers exhibit a generally high level of international understanding, with the 'global member' dimension receiving the highest scores. Key factors such as gender, age, teaching experience, and institutional affiliation are found to significantly influence teachers' understanding. Female teachers demonstrate higher levels of awareness compared to their male counterparts, particularly in the 'national member' dimension. Teachers with less than one year of experience show the highest initial levels of understanding, while those employed at international schools outperform their peers. The study concludes that enhancing teacher training and the integration of international understanding education into curricula are essential for cultivating a more globally competent workforce.