雙語教育因應跨國溝通需求而起，近年台灣在2030雙語政策下，亟需借鏡國外教育經驗，挹注雙語推動效率。歐盟國家於雙語教育具有豐富經驗，目前已經研發數套雙語教師專業能力架構，值得作為台灣雙語師資培育之參考。然而，師資培育之內容必須按照不同之教育環境、文化、以及需要而決定對應之實施內容。本研究之目的為，透過問卷填答以及個別訪談台灣中學雙語教育相關教師，檢視歐盟國家雙語教師專業能力架構指標於台灣中學雙語教育環境之需要性，以作為未來編制台灣雙語教師專業能力架構指標之參考。研究結果顯示雖然中學教師大致認同這些雙語教師專業能力指標，然而由於教育環境與文化之差異，對於不同能力面向需要性之認同存在程度上之差別。研究亦發現，參與教師對於台灣雙語教師專業能力指標需要之判斷乃從多重面向進行考量。根據研究結果，本文提出台灣中學雙語教師專業能力之可能架構指標，以及對於教育實務與後續研究之建議。

Although several frameworks for CLIL teacher professional competences have been established in the field of bilingual education, Taiwan still needs a framework which is established according to the needs of its educational environment and background. With the viewpoints of 335 Taiwan high school bilingual-related teachers, this study aims to examine the constructs and indicators revealed from current European frameworks for CLIL teacher professional competences for their suitability in a Taiwan high school CLIL environment. The study results show that most participants identified the needs for developing the competencies shown in the constructs and indicators; however, the degree of needs for different competence constructs differ. Various factors were found to affect these high school teachers’ opinions on the constructs and indicators of the framework. Based on the research results, modifications are suggested for constructing a framework for Taiwan high school CLIL teacher professional competences. At the end of this article, educational implications of this study and suggestions for further research are provided.