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中国人移居海外为时已久，有华侨华人的地方就会有各种形式的华文教育活动。华文教育主要是指面向海外华裔青少年的中华语言文化教育。目前，海外有6000多万华侨华人，华文学校近2万所，华文教师达数十万人，在校接受华文教育的学生多达数百万。随着中国的和平发展和经济的日益繁荣，特别是“一带一路”倡议的全面实施，海外学习中文的需求在不断升温，对华文教师在数量上和质量上的要求也日益提高。

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本文的华文教师专业素质结构建立在教育学理论和认知心理学理论基础上，参考国内外学者对教师专业素质结构的研究，并结合海外华文教育的特殊性，提出华文教师专业素质结构的三个维度，即知识、能力和情意，此三者互为依托，专业知识是内在基础，专业能力是外在体现，专业情意是核心灵魂。鉴于学术界对教师专业知识的研究著述较为丰富，具有扎实的理论积淀，本文对于华文教师专业知识的构成分析也较为详尽。

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华文教师专业发展是一个动态的成长过程，华文教师在不同的专业发展阶段会呈现不同的表现、规律、特征和发展诉求。华文教师的专业发展过程起步于职前的准教师阶段，逐步经历职后的新手阶段、熟手阶段、能手阶段乃至专家阶段。对华文教师专业发展阶段的研究有利于华文教师对自己正确定位，帮助华文教师确定各阶段的发展目标，并且对自己的专业发展进行合理规划。

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华文教师专业发展是一个动态的过程，贯穿其职业生涯的始终，其间会受到多种因素的影响，既有个人和家庭的因素，也有学校和社会的因素。按照费斯勒的动态研究框架来分析，又可以分为个人环境因素和组织环境因素，前者主要对华文教师的职前阶段发挥影响，后者则主要对职后阶段发挥影响。

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华文教师专业发展模式是华文教师专业发展活动的构成要素及其相互影响和运行的方式。其构成要素包括活动场域、活动主体、华文教育共同体和华文教育中介物。以活动场域的差异为依据，可以把华文教师专业发展模式分为大学本位的模式、大中小学相结合的模式和以校为本的模式。此三种模式各有侧重，相得益彰，贯穿华文教师职业生涯的始终。

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华文教师专业发展途径研究旨在探索海外华文教师通过哪些方式、方法、道路来实现自身的专业化发展。结合当前海外华文教师专业发展的实际情况，依据教师专业发展途径的相关理论，可以将纷繁复杂的华文教师专业发展途径进一步提炼出三个取向，即知识—理智取向、实践—反思取向、合作—生态取向。在华文教师的专业发展历程中，教师个体会在不同时期倾向采取不同取向的发展途径，也可能在同一时期同时采取三种取向的发展途径，所有的途径最终指向华文教师的自我革新与发展。

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目前，海外华文教育面临的问题综合起来主要集中在三个方面，即教师、教材和教法，其中教师问题首当其冲。要从根本上解决华文师资问题，不能采取“头疼医头，脚疼医脚”式的老办法，而应该建立制度化的可持续发展体系，即华文教师专业发展的一整套制度，其主要内容应涵盖“一个标准”和“两个制度”：“一个标准”是指华文教师专业标准体系，旨在使各级各类华文教师找到自己的行业规范和发展目标；“两个制度”即华文教师资格认证制度和华文教师教育机构认证制度，前者旨在为华文教师职业提供准入门槛，为不同能力水平的华文教师评星定级，后者旨在进一步规范和引导各个华文教师教育机构的师资培养活动，使真正具有资质的教育机构行使培养华文师资的职能，并且对这些机构进行质量认证。

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《华文教师专业发展概论》一书在广泛参考国内外教师专业发展理论的基础上，依次对华文教师的专业素质结构、专业发展的阶段、影响因素、模式、途径和制度进行了广泛深入的探讨，在建构华文教师专业发展理论框架方面做了初步尝试。第一，提出华文教师素质结构包括专业知识、专业能力和专业情意三个维度。其中专业知识包括通识性知识、本体性知识、条件性知识和实践性知识；专业能力包括教育能力、教学能力、学习能力、科研能力和发展能力；专业情意包括职业道德、职业情操、价值观念和人格魅力。第二，将华文教师的专业发展过程划分为准教师阶段、新手阶段、熟手阶段、能手阶段和专家阶段，这五个阶段依次对应准教师、新教师、合格教师、优秀教师和卓越教师等称号。第三，探讨了影响华文教师专业发展的因素，指出华文教师在入职前主要受个人环境因素影响，包括家庭因素、积极的关键事件、个人性情、个人兴趣与爱好、重要他人、生命阶段六个方面，在入职后主要受到组织环境因素影响，包括学校规章制度、管理风格、公共信任、社会期望、专业组织五个方面。第四，根据华文教师专业发展之“活动场域”的变化，提出华文教师专业发展的大学本位模式、大中小学相结合模式和校本模式三大模式。第五，指出当前华文教师专业发展的途径具有三种取向：知识—理智取向的发展途径主要包括参与培训和接受学历教育；实践—反思取向的发展途径以教师个人反思和课堂观察为主；合作—生态取向的发展途径主要体现为教师学习共同体和师徒结对。第六，对华文教师专业发展的制度化建设进行了总结和建构，指出《华文教师证书》制度是一种教师能力认证制度而非资格认证制度，还提出时机成熟时应建立全球华文教师教育机构认证制度。

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