This is a study on the Second Specialty Training Program for Middle School Teachers, with respect to its history, current status, effectiveness, challenges, and the government''s role in this scheme, taking Tamkang University as a case study. The research methodology involved studies on past references and interviews. Several important findings were concluded from the research, for example: the Ministry of Education played the role of a planner and administrator, not an assistant, with respect to the execution of the Second Specialty Training Program for Middle School Teachers; the government did not seek opinions from participating universities, nor did it consider whether universities are public or private, whether subsidies are available, or even if the program is feasible before promulgating its rules and policies. This therefore presented many challenges to the participating universities; furthermore, the government''s policy on Second Specialty Training for Middle School Teachers was not comprehensive, created out of urgency, and lacked long-term vision.
Based on the effectiveness and current status of the Second Specialty Training Program, this research undertook several bottom-up views and perspectives to discover that the existence of a Second Specialty Training Program for Middle School Teachers does have its meanings and uses. For example, it offers an education environment that satisfies students'' needs for professional knowledge, skills, employment opportunities, job transfers, career development, and personal interests; meanwhile the development of a second specialty in teachers also helps improve students’ professional knowledge and skills, job performance, and creates opportunities for post-graduate master''s studies.
According to the discoveries and conclusions drawn from the research, it is recommended that: the government should encourage universities to introduce more varieties of second specialty training courses, relax supervision and allow the free market to run its course; the government should also base its policies on the theory of multidimensional teachers’ education, incorporate the idea of lifelong learning across multiple fields, and adjust the ways second specialty training courses for teachers are organized; expert opinions should be sought and taken into consideration for policy-making, therefore making education policies rational, feasible, stable and ultimately improving teaching quality and meeting people’s expectations.