Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first languages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however, it requires a high level of teacher professionalism. This systematic literature review harvests international research on bilingual education teachers published between 1995 and 2020. It compares frameworks and research on bilingual education teachers’ required competences for secondary education and generates a professional competence model for bilingual education teachers. This systematic review of 79 individual reports identifies a total of 16 converging competences, many focusing on language proficiency and pedagogical/psychological knowledge. Furthermore, it yields important implications for bilingual teacher training such as the fostering of (academic) language proficiency, cooperation skills and knowledge of bilingual education research.

正在进行的全球化进程要求培养学生的跨文化能力和语言技能。同时，教师在课堂上面临着越来越多样化的学生母语和文化，要求他们针对所有学生采取响应式和综合性的做法。双语教育是应对这些挑战的一种可能形式；但是，它需要高水平的教师专业水平。这篇系统的文献综述收割了1995年至2020年间发表的关于双语教育教师的国际研究，比较了双语教育教师中等教育所需能力的框架和研究，并生成了双语教育教师的专业能力模型。这份对 79 份个人报告的系统审查确定了总共 16 项聚合能力，其中许多集中在语言能力和教学/心理学知识上。此外，它对双语教师培训产生重要影响，例如培养（学术）语言能力、合作技能和双语教育研究知识。