A Narrative Research on the Sense of Identity of CPIK Chinese Language Teachers

This study employs the theoretical framework of social learning systems and narrative research methodology to examine the identity recognition of Chinese teachers in the CPIK project. The research results indicate that Chinese teachers initiated the construction of their identity recognition during their professional learning phase, which underwent significant changes during pre-service training. This process is heavily influenced by personal experiences, including teaching in a foreign country and future career planning. Upon arrival in Korea, these teachers’ identity recognition was notably impacted by their interactions within the Korean-Chinese cooperative educational system, particularly with Korean teachers and students. This transformation is evident not only in the enhancement of their professional skills but also in their profound comprehension of Korean Chinese teaching and the CPIK project. Through this journey, most CPIK teachers experienced a sense of achievement, while some also developed a sense of belonging. However, they generally embrace the teaching model centered on Korean partner teachers while highlighting its limitation on personal career development opportunities. Based on these findings, this study proposes three fundamental strategies for advancement: firstly, encouraging teachers to establish clear career goals and develop career plans; secondly, emphasizing from the perspective of the CPIK project that it is essential to bolster policy support to provide long-term career development prospects for teachers; and finally, recommending building a positive external identity environment to enhance professional identity recognition among teachers.