學科內容與語言整合教學（CLIL）研究中，以教師專業能力的界定及研究最為匱乏。為調查CLIL全英語師資所需具備之基礎專業能力，以因應雙語國家政策之師資培育與供給，此篇論文藉由系統性的比較分析三大歐洲CLIL 教師專業能力架構及其教學能力指標，進而去拆解並驗證CLIL教師專業能力的核心面向。經研究發現，CLIL教師專業能力係以學習原理、CLIL教學、及語言學習為三大根基。首要須立基於建構式學習模式之上，聚焦學習者學習及理解之過程，接著協助學習者整合語言使用和認知思考，最後在語言學習上給予輔助幫忙。台灣的CLIL教師教學能力架構，當係依據台灣特有的教學需求、師資條件、學生程度作設計。此篇研究可做為臺灣雙語師資能力指標建立之參考。

The study of content and language integrated learning (CLIL) teachers’ professional competences remains the most under-researched area in the field of CLIL. To understand the fundamental competences of CLIL teachers, this study investigated the underlying construct of CLIL teacher competences via the systematic analyses of three European CLIL teacher frameworks. It was found that CLIL teachers’ professional competences are based on three fundamental aspects: constructive learning, CLIL teaching, and language facilitation. Expressly, CLIL teaching must build on a constructive learning model, primarily focus on learners’ learning processes and their understandings, provide the tasks and strategies needed to integrate language use with cognitive thinking, and, finally, provide language acquisition assistance to targeted learners. These findings provide insights for the future establishment of a framework for CLIL teachers’ competences in Taiwan.