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This qualitative study has demonstrated that teacher identity construction is highly complicated. The study also suggests the need to prob- lematise the role of teacher identity and the NCLTs' contribution to TCFL practice in Denmark and elsewhere. By examining how they mediate various values among various discourses and how they negotiate the degree of intercultural exchange (Byram, 2008), NCLTs create an alternative discourse - 'a third space'. This interplay of mediation and negotiability illustrates a degree of acceptance between their culture and other cultures, which, in fact, could influence the construction of foreign language teacher identity. Consequently, teachers also face significant challenges in constructing their identities as TCFL teachers in other cultures, and the challenges that arose with Danish students influenced the NCLTs' contributions to Chinese language teaching. On the one hand, these challenges require the teacher to demonstrate intercultural capacities to mediate - which are related to past experiences, future ideals, competency and pedagogy - but, on the other hand, they require the teacher to demonstrate a willingness to question the values in cultural exchanges between their culture and other cultures.

The participants' views on a teacher's self-discipline and commitment towards his/her teaching and students is worthy of further investigation, since it has potential implications for a teacher's morality and NCLTs' professional development overseas. It would be particularly interesting to examine the identity construction of non-native Chinese language teachers: for example, Danish teachers teaching Chinese in their home culture. What do they identify themselves with when they teach Chinese to Danish students? What challenges do they experience in the process of teacher identity construction? And what factors influence their teaching in their home culture? In my opinion, such questions could form the basis of fruitful further research.

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