本研究以深度訪談來探究在台華語文教師教學專業發展助力與困境的現況。分析結果 發現，華語文教師教學專業發展的助力主要有：一、要有「終身學習」的觀念，落實進修 學習，自我充實；二、報名認證考試，促進教師繼續學習；三、同事互動交流，彼此影響； 四、從做中學，經驗學習。困境方面則有：一、教學實務課程不足；二、華語師資培訓的 時數不足；三、華語師資培育者的缺乏；四、華語師資培育機構的資源有限；五、教學經 驗等於專業知識的迷思；六、安於現狀/ 忙於教學，使學習停滯。

Aid and obstruction for TCSL teachers’ professional development are mainly discussed by interviewing 10 teachers who have taught foreigners Chinese for some years. The findings in the paper are: 1. Keeping the concept of lifelong learning and encouraging teachers to pursue further education to enrich personal knowledge and abilities; 2. entering selves for an examination of teaching Chinese as a second to keep personal studying; 3. Interacting with other teachers to teach and learn promote and enhance each other; 4. Learning by doing, learning by experiences, which are helpful for teachers’ professional development in teaching foreigners Chinese, but 1. inadequacy of internship courses; 2. inadequate hours of teacher education programs of teaching Chinese as a second language; 3. inadequate educators in teacher education programs of teaching Chinese as a second language; 4. resource limitations in the institutes of teacher education programs of teaching Chinese as a second language; 5. the myth of teaching experiences equaling professional knowledge; 6. being content with things as they are or being busy in teaching stop teachers from studying further, which impair teachers’ motivation of continuing learning.