近几年，对外汉语教学已成为国内外最受瞩目的教育领域之一。目前，对于高水平的中文教师的需求正持续增长，在职培训被看成是提升教师水平的重要构成因素。然而，作为一门新兴学科，关于对外汉语教师专业水平提升以及专门针对在职培训的专业出版物的数量还是远远不够的。鉴于这种情况，本研究的目的在于展现并比较对外汉语教师在日常工作过程中接受的各类培训活动。同时，本研究试图探究这些活动对于教师们的专业水平提升有无影响，包括教师的教学技能、知识储备以及教学观念等等。为了达成以上目的，研究者针对教师培训设计了专门的属性框架（观念、技能和知识）本次研究呈现的数据为定性数据，包括了与来自三所不同的北京高校的6位对外汉语教师的深度访谈。参与者都是研究者在学院里随机选择的。研究者主要运用内容分析法对数据进行了分析，并且从访谈记录中得出了很多相似的结论。研究结果表明，所有选定高校都会为对外汉语教师提供多样化的各类活动，以加强教师的知识水平和教学技能。教师们经常提到的活动有：课堂观察、小组讨论、一对一指导以及集体备课。当然，不同教学单位在教学活动的参与度、规章制度以及教学实习等方面也有各自的特色。本次研究的主要发现为：总体来说，在职培训能够一定程度上提高对外汉语教师的教学技能，拓宽教师知识面，并不断更新教师的教学观念，对教师的专业竞争力的提升有着非常积极的影响。

In recent years, the teaching of Chinese as a Foreign Language (CFL) has become one of the most popular educational fields both in China and abroad. Nowadays, while the demand for highly qualified Chinese language teachers is constantly increasing, in-service training is regarded as a vital component for improving educators' capacities to teach. However, as a still newly emerging and newly developing discipline, there is a substantial lack of profound publications available in relation to Chinese language teachers' professional development and, more specifically, in regards to their in-service training experience and general practices.With this in mind, the purpose of this study is, firstly, to reveal the training activities that CFL teachers are commonly engaged in during their careers. Secondly, this study attempts to discover whether these activities have an impact on teachers' professional development, namely regarding specific values, skills, and knowledge. In order to achieve these objectives, the researcher adopts the desired attribute framework (Value, Skills, and Knowledge) aimed at teacher education.The data presented in this research was collected qualitatively and includes six in-depth interviews with CFL teachers from three different public universities in Beijing, China. The participants were selected randomly at their faculty departments. The data was analyzed by using the content analysis method and similar themes were identified within the interview transcripts. The results have shown that all the selected universities provided CFL teachers with multi-dimensional, on-going activities to help them strengthen their skills and knowledge levels. The most common training activities mentioned by teachers were: teacher observation, collective discussions, one-on-one mentoring, and study preparation. Additionally, a comparison between the institutions demonstrates several similarities and differences in terms of attendance and participation, department regulations, and training practices. Finally, the study’s main findings discovered that, overall, in-service training has a strong and positive impact on the professional competence of CFL teachers. It promotes and develops instructional skills and broadens their knowledge of class content, as well as their commitment to teaching effectively.