Study On Evaluation Model Of Primary And Secondary School English Teachers Overseas Training Programs

With the development of educational reform, the quality of education receives much more attention than ever before, so does the quality of teachers. Improving teachers' quality, accelerating teachers' professional development and having a team of high quality teachers have been the demand of the times. Teacher professionalization is not only the global trend of the development of teacher education, but also the direction of teacher education reform in China. With globalization and increase of communication between countries, English has been widely used in many countries and fields. After China entered WTO, more and more people have paid attention to English education. Meanwhile, English curriculum reform in primary and secondary schools has put great demand on English teachers' teaching concept, knowledge, skills, and English teachers' professional development as well. Primary and secondary school English teachers training have received more attention. Primary and secondary school English teachers overseas training programs have emerged under such a situation, and have become one of the main channels of achieving professional development of primary and secondary school English teachers.In recent years, with the increasing number of teacher training programs, management leaders of education departments started to pay more attention to the effectiveness of training programs, and as a result paid more attention to training evaluation as well. As an important part of the whole training process, training evaluation can ensure training quality, measure training investment return, and improve training programs. Overseas teacher training programs require much more labor, material and money than the other types of teacher training programs. As a result, it is necessary to evaluate primary and secondary school English teachers overseas training programs. However, at present the evaluation system for primary and secondary school English teachers overseas training programs has not been set up yet, and training organizers are not able to conduct training evaluations in a scientific and effective manner. The current evaluations conducted are at will, not reliable, and not effective.This dissertation consists of five parts:Part One, foreword. This part introduces the cause and background of the study, and demonstrates the main content, research rationale and methods of this research.Part Two, literature review. This part reviews literature on primary and secondary school English teachers education and training evaluation.Part Three, current condition investigation and analysis. This part conducts an investigation on the current condition of primary and secondary school English teachers overseas training programs evaluation. Based on the investigation, existing problems and root causes are identified, and the imperativeness of setting up evaluation model for primary and secondary school English teachers overseas training programs is discussed.Part Four, theoretical foundation. This part is to form theoretical foundation of the primary and secondary school English teachers overseas training evaluation model based on theories of Instructional System Design, Total Quality Management and Human Capital.Part Five, design and implementation of primary and secondary school English teachers overseas training evaluation model. This part designs evaluation model of primary and secondary school English teachers overseas training programs based on other training evaluation models, suggests implementation strategies, and provides suggestions on how to effectively conduct evaluation for primary and secondary school English teachers overseas training programs.The final section reviews the dissertation and points out direction for further research.