A Research On The Internal Evaluation From The English Language Teacher Trainer On The Basis Of CIPP Model

With the deeper development of China’s Curriculum Innovation in elementary education,teachers’ education and the professional development of teachers are receiving more and more nationalrecognition. From2010, since the Ministry of Education and the Ministry of Finance jointly implementedthe National Teacher Training Program in the nationwide, educational researchers have turned theirattentions to the following aspects of Teachers Training Program: the establishment, and the existingproblems. In addition these problems have been analyzed from many aspects. Teacher trainers as a majorfactor in the implementation of the program have also received many attentions. The educationalresearchers observe and analyze the performance of teacher trainers in the training process from theperspective of some third party, and they suggest teacher trainers how to improve the effectiveness oftraining. However there is no research on the internal evaluation of the Program trainer from theperspective of teacher cognition. The Context-Input-Process-Product educational evaluation model havenot been used in the evaluation of "National Training Program".The CIPP Model created by Stufflebeam is an appropriate evaluation method that can helpresearchers fully and systematically study all aspects of the training courses. This article aims to use CIPPModel, from four aspects: the context evaluation, input evaluation, process evaluation and productevaluation, to investigate the evaluation of teacher trainers who have participated in the "National TrainingProgram". Furthermore, the article analyzes factors that affect teacher trainers’ evaluation. It is in order topromote training managers and teacher trainees’ understanding about trainers’ teacher cognition, finallyimprove the effectiveness of training implementation.This paper consists of five chapters. The first chapter is an introduction. Through introducing thebackground of the "Curriculum Innovation","National Training Program" and internal evaluation of"National Training Program", it gives a brief review of previous studies, then points out the shortcomingsand gaps of previous studies, so as to elicit the purpose and significance of this study. The second chapter isthe literature review. It firstly definite the key concepts in this study: the CIPP Model, the internalevaluation and teacher cognition, and secondly describes the research status and development of CIPP evaluation Model in foreign and domestic in detail. The third chapter presents the overall research design ofthe study. From the following aspects, research questions, research objects, research methods and researchstages, it describes the details of this empirical study. The fourth chapter is the analysis and discussion ofthe research results. This chapter mainly analyzes the results of interviews from a perspective of teacherscognition, gradually presents two groups totaling four objects in the form of case studies. This chapterillustrates the internal evaluation of National Training Program, further analyzes factors that affect teachertrainers’ evaluation, and also discusses the influence of teacher cognition in it. The fifth chapter is theconclusion, which summarizes the research results, and pointes out the important inspirational function ofthis study for real society. In addition, it points out the limitations of this study, as it is a case study,although this study presents is very detailed, the sample size is relative small. If the sample size can beexpanded in the follow-up study, it will make the study more comprehensive and scientific, thus this study’significance for reality is much better.