In recent ten years, Confucius College has been leading the trend of Chinese learning in every country, but Chinese teaching and training pattern of current programis still in the exploration stage. People who enroll in the interview of selecting international Chinese language teacher and are finally hired as oversea Chinese teaching staff, in recent years, are more diverse, concerning their professional background. The positive effect of this phenomena is the diversity of the knowledge fields, while on the other hand, its negative effect lies in the insufficiency of the language teaching ability and the relatively superficial understanding towards language and culture dissemination of Chinese language as well. In view of this situation, it is necessary to carry on a rational overall program for international Chinese teachers, offering them further education in accordance with their ability. Namely, to add optional courses and carry on different types of training program so as to effectively solve the problems met in the real process of Chinese language teaching and enhance teachers’ professional orientation and career planning awareness. A series of effective measuresshould be taken in many aspects, such as the selection of personnel, training objectives, occupation development and so on. The brief measuresare the following: Firstly, to train teachers who have real international vision, and deep understanding of Chinese language teaching and Chinese culture. To establish a training mode with “行” as the guide, and having “理，知，行” merging and complementing each other. To referentially encourage and guide students and young teachers who major in international Chinese education, Chinese teaching as a foreign language, Chinese and Chinese Culture, English or other foreign languages and Education to enter the area of international teaching Chinese as a foreign language. Secondly, other specialized personnel should also be encouragedto enter this oversea Chinese language teaching and culture dissemination area, such as arts, traditional Chinese medicine, calligraphy, martial arts and so on. Generally，fixedcurriculum system andlarge-classroom teaching methodsare employed in the current training mode for teachers teaching Chinese to speakers of other languages. This approach ignoresthe professional background differences, inevitably lacking inproper classification. The suggestion is that more optional courses should be designed according to different professional backgrounds, different countries which the teachers are going to, different demandsand so on, so as toprovide a more reasonable curriculum and growth pathfor Chinese and foreign young peoplein this field. Then teachers training quality will be effectively promoted, achieving a more long-term career development of teachers.