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Center for Teacher Education
Welcome to Center for Teacher Education
Teaching internships
After completing general coursework, professional coursework, and education coursework, students in the secondary school teacher education program participate in the six-month teaching internship program offered every year from August to January. During the half-year training period, the student must enroll concurrently in a specialized teacher internship course, which begins with a pre-internship training camp before the student reports to his/her internship school. During the first month of the training period, the student will, after consultation with the internship faculty adviser and supervising professor, draft a half-year internship plan. Each month, the student will return to the University to participate in a discussion session with other student interns and consult with the supervising professor. In the middle of the term and at the end of the semester, the supervising professor will go to the school to direct the student’s teaching demonstration. At the conclusion of the training period, the student will write an appraisal report on the internship experience and provide it to the supervising professor for evaluation. Then, the student will have to pass the high school teacher qualification exam to acquire the certificate for secondary high school teacher.
Competence indicators
Dimensions of competence
Competence indicators
Constituents of competence indicators
Teacher and knowledge
1. Can master the subject matters and grasp the essence of teaching them
1-1 Has sufficient depth and breadth of understanding of specialized knowledge in the subject assigned to teach
1-2 Can clearly grasp the distinctive character and organization of knowledge in the subject, and present it in a form that makes it easy for students to effectively learn it
2. Can set teaching objectives appropriately, plan courses effectively, and design teaching activities
2-1 Can set appropriate teaching objectives that take into account course descriptions, student proficiency and requirements, and cultural backgrounds
2-2 Can make use of appropriate teaching strategies, effectively plan courses, and design teaching activities or produce teaching materials that take into account teaching objectives and student characteristics
2-3 Can make good use of relevant teaching resources both within and outside the school
2-4 Has the background to take advantage of information technology to facilitate student learning
3. Can effectively execute a teaching plan to increase student learning performance
3-1 Can stimulate and maintain student motivation to learn
3-2 Can develop students’ ability to think at higher levels of abstraction and to solve problems
3-3 Can assist students in applying knowledge in their own lives, making what they learn practical and meaningful
3-4 Has mastered instructional techniques and possesses sophisticated teaching ideas
4. Can effectively assess student learning performance and make improvements in instruction based on such assessments
4-1 Is familiar with assessment methods and tools, able to thoroughly analyze student learning performance
4-2 Can take advantage of a variety of assessment concepts, comprehensively evaluate and demonstrate student learning performance
4-3 Can use evaluation results to improve teaching
Teacher and students
5. Can grasp individual students’ characteristics and tailor instruction to accommodate them, as well as provide timely and appropriate guidance
5-1 Can adequately understand the basic personal background of students in the class
5-2 Can pursue a thorough understanding of the particulars of students’ learning progress or personality development, and duly detect any problems or difficulties
5-3 Has a strong grasp of counseling principles, able to make good use of counseling resources so as to provide timely guidance on learning, living, or career development and help students solve problems
6. Can create a favorable learning environment and atmosphere
6-1 Can create a good classroom ambience, facilitate bonding among students, and encourage mutual caring
6-2 Can establish classroom rules that aid in smooth running of the class
6-3 Can create a classroom environment that is helpful for learning and living
Teacher and school / community
7. Can interact well with school colleagues, understand and participate in the school’s development
7-1 Can interact and communicate positively with the school’s teachers
7-2 Understands laws and regulations related to education
7-3 Possesses the ability to participate in or lead activities relevant to the school’s development
8. Can pursue research in and demonstrate concern for education issues and multiculturalism
8-1 Can participate in projects related to education research, perform research on issues related to education and learning
8-2 Possesses a broad perspective on education, cultural sophistication, as well as knowledge of, considered attitudes on, and skills related to multiculturalism
8-3 Possesses a high level of social concern and enthusiasm for public service
Teacher and self
9. Can continually reflect, with an ability to pursue personal growth
9-1 Can sustain a commitment to educational ideas and a sense of mission, possesses passion for education and a professional attitude
9-2 Can actively participate in training or in the professional educator community, continuing to achieve growth both professionally and personally
9-3 Consistently reflects on teaching experiences and effectiveness, continually seeking the means to improve
9-4 Can observe professional codes of ethics for educators, and become a model for students to emulate