The passage of the Teacher Education Law in 1994 paved the way for a diversification of teacher-training channels, and in January 1996, National Chiao Tung University (NCTU) founded its Center for Teacher Education (CTE).  In 2021, NCTU CTE was renamed as Center for Teacher Education of National Yang Ming Chiao Tung University (NYCU) after the merger.
Our mission at the CTE is to provide a comprehensive learning environment to future teachers, including those in junior and senior high schools as well as those at vocational schools. CTE students need to finish twenty-six credit hours to fulfill both requirements and electives before taking a half year of practical training. Once certified by the Ministry of Education, the CTE students will be qualified for teaching in the secondary-school educational system.
To provide our students with professional pre-service training, the CTE retains a staff whose expertise ranges from philosophy of education, sociology of education, and educational psychology to science education, curriculum and teaching, and testing and evaluation. The CTE’s course structure is designed specifically to maximize the strengths of NYCU and to meet the needs of the community. Thus, apart from the three categories of required courses (foundation courses, methodology courses, and practice-teaching courses), the CTE puts special emphasis on science education and educational technology so as to make the best use of NYCU’s outstanding resources in science and technology and to keep abreast of recent developments in information-communication technology and media.
In order to facilitate our students’ regular coursework and teaching practices, the CTE has entered into agreements with thirty secondary schools in the Hsinchu area. While providing our students with indispensable training grounds for practice teaching that partly fulfills the students’ pre-service training, these contracted schools reciprocally receive from the CTE much assistance in in-service training as part of a concerted effort to improve secondary education in Taiwan.
In both 1996 and 1997, the Ministry of Education ranked our center as Taiwan’s top teacher-education program. We have maintained this tradition of excellence in the intervening years, and CTE alumni are now serving with distinction in middle and high schools throughout Taiwan.

Philosophy of Education

As one of the foundations for teacher education, this course inquires into the basic ideas and principles of education, to study the means, nature, and purpose of education, and to introduce various philosophical theories relevant to education. Put another way, the purpose of this course is to help students understand systematically the process and the activities of education by enhancing students’ analytic and critical education-oriented skills.

Secondary Education

This course first studies theoretical foundations such as the origins, the functions, and the scope of secondary education. The course goes on to explore the current issues and the future directions of secondary education. The purpose of this course is to help students acquire a rigorous understanding of secondary education, in both the topic’s theoretical aspects and its practical aspects.

Principle and Practice of Counseling

This course is one of the foundations for pre-service teacher education. The first section introduces basic concepts of guidance and counseling, such as guidance processes, case studies, group counseling, and career counseling. Then we introduce and practice several main counseling skills, including empathy, questioning, self-disclosure, confrontation, and immediacy. In this way, we hope to foster teachers’ understanding of and skills in counseling.

Educational Psychology

This course is one of the foundations for pre-service teacher education. The first section introduces some major theories in educational psychology, namely behaviorism, humanism, the cognitive approach, the developmental approach, and some personality theories. The second section presents several research and practical issues, namely learning, motivation, intelligence, personality, and teacher cognition. This presentation covers research outcomes, current classroom applications, and possible innovations in secondary schools.

Educational Test and Measurement

This course is among the courses in which pre-service teachers hone their instructional strategies. The first section introduces the uses and the designs of achievement tests. We hope to strengthen teachers’ design abilities relative to adequate cognition, affect, and skill tests in formative and summative formats. To this end, we present standardized tests as well as some constructivism innovations, such as concept mapping and V diagrams. The second section introduces the uses and the interpretations of Taiwan psychological tests.

Classroom Management

Through lecturing, small-group discussion, case studies, and secondary-school classroom observations, this course is intended to help student teachers acquire relevant knowledge of, and relevant skills in, classroom management for secondary-school instruction. This course, on the one hand, focuses on the theoretical introduction of classroom management, and on the other hand, emphasizes the actual practice of such knowledge. We expect that, as a result of such practice, the participating students will become more effective teachers.

Sociology of Education

Being one of the foundations for pre-service teacher education, this course introduces students to the major theories on social relations, particularly in educational and interrelational settings. It is hoped that the students will develop both a broader view of the effect that social structure has on education and a more critical approach to school education, in particular.

Teaching Science/ Chemistry in Secondary School

This course trains students who are going to teach chemistry in secondary schools. The course focuses on, among other topics, the theory of science teaching and science learning, constructivism, teachers’ beliefs, different chemistry-teaching strategies, www science teaching, and chemistry curriculum. It is our intention that the course content and the microteaching, together, will help shape outstanding 21st-century chemistry teachers.

Teaching principle

This course is to train students who are going to teach in secondary schools. It provides students with the foundations of seven major areas: teaching and learning, instructional theory, students’ learning characteristics, teaching strategies, lesson-plan composition, instructional objectives, and evaluation methods. The course requires students to demonstrate their ability to compose their own lesson plan and to perform microteaching. This coursework shall help students become teachers who know how to combine appropriate strategies with stimulating content according to both the students’ characteristics and the students’ learning environment.