This paper addresses three key components in Chinese Second
Language Teacher Education: the history, development and objectives
of the field, the curricula of teacher education, and student
teachers' self -reflection in teaching practices and its role in teacher self
-development. Given the changes in the objectives and contexts of teaching
Chinese as a second language. it emphasizes that student teachers'
self - reflection in supervised teaching practice is central to realize
teachers' self -development and to meet the requirement of International
Standards for Chinese Language Teacher.