In 1994, the "Teacher Education Law" was changed to the "Teacher Training Law", and the teacher training channel changed from single to multiple. After the diversification and opening of teacher training institutions, the original normal universities and normal colleges began to face the problem of clarifying their own positioning. The ambiguity of positioning not only affects the management of colleges and universities, but also causes doubts about the courses taken by students and ambiguity about the target audience of teachers' teaching. In view of the above background, the main question of this paper is: Why do teachers and students in school feel and express doubts? What is the source of these doubts? In order to answer the research questions, this article takes a Taiwan University of Education as the research field, using literature analysis and qualitative interviews as the research methods. The sources of the literature are the official public documents of the school and the materials published by each department. The interview objects are different departments of the school. Students and full-time teachers at the university department. This article finds that among the adjustments of course content and faculty recruitment in response to department renaming or development direction, many are internal administrative decisions rather than publicly announced changes, and the dialogue and public information between colleges, departments and students is insufficient. In addition, the situations of information disclosure and communication of departments with/without teacher training courses are different. The former has different attitudes and positions towards teacher training students and non-teacher training students, resulting in two kinds of cognition differences in positioning. The latter is related to the connection or There is almost no discussion on the history, and the information received by teachers and students is vague. Finally, this paper points out that after the opening of teacher training, the work of the institutions that were originally responsible for teacher training in combing the history of schools and departments is of great importance, and it is necessary to continue to have a dialogue with teachers and students.