在過去30年，教師專業發展歷經了典範轉變，從單向接受知識技能到情境學習（situated learning），此變化使教師專業發展日益重視情境脈絡因素的影響。儘管近年來對個人因素及學校情境之影響持續受到重視，針對跨境教師專業成長的研究仍相對稀少。有鑑於我國長期參與提升馬來西亞華文中學的教師專業發展，本研究以歷史文化活動理論為視角，深入分析臺馬跨境教師專業發展系統的矛盾與轉化，以瞭解教師專業發展的需求及背後原因。本研究以個別晤談、焦點座談與文件分析等方法蒐集資料。結果顯示，跨境教師專業發展在推動過程中面臨多層次的矛盾，包括：第一級矛盾存在於系統的規則和分工中，例如培訓參與的限制與責任負擔等問題；第二級矛盾體現在系統內部的元素之間，例如分工與目標的矛盾，涉及教師與行政單位的目標及需求缺乏一致性；第三級矛盾來自於教師在新、舊系統轉換過程中的壓力，特別是現行考試導向與創新教學之間難以兼容；第四級矛盾發生在核心系統與臺灣教育系統、馬來西亞獨中系統之間。儘管面對這些矛盾，部分學校和教師仍有轉化之行動，力促專業發展實施。本研究之分析結果說明了跨境教師專業發展的複雜性及多層次合作對問題解決的必要性，可供跨國教師專業發展教育政策與實踐參考。

Teacher professional development has undergone a paradigm shift over the past thirty years– from unidirectional acquisition of knowledge and skills to situated learning. This shift has brought attention to the influence of contextual factors on teacher professional development. In recent years, increasing attention has been paid to personal factors and school context on teacher development; however, research on cross-border teacher professional development remains relatively scarce. Given Taiwan’s long-standing commitment to enhancing the professional development of teachers in Malaysian Chinese independent high schools, this study employs the cultural-historical activity theory to conduct an in-depth analysis of the contradictions and transformations within the transnational teacher professional development system between Taiwan and Malaysia, aiming to understand the needs and underlying causes influencing teacher professional development. The study employs individual interviews, focus group discussions, and document analysis to collect data. Findings reveal that transnational teacher professional development faces multi-level contradictions during its implementation: (1) First-level contradictions arise within the system’s rules and division of labor, such as constraints on training participation and heavy workload responsibilities; (2) Second-level contradictions occur among system elements, particularly between division of labor and objectives, reflecting inconsistencies between teachers’ and administrative units’ goals and needs; (3) Third-level contradictions stem from the transition between old and new systems, particularly the conflict between exam-oriented education and innovative pedagogy; (4) Fourth-level contradictions exist between the core professional development system and the broader educational systems of Taiwanese and Malaysian Chinese independent schools. Despite these challenges, some schools and teachers have undertaken transformative actions that support the implementation of professional development. This study highlights the complexity of transnational teacher professional development and underscores the importance of multi-level collaboration, offering insights for international education policy and practice.