Research On Teacher Training Management Based On CIPP Model And Koch Model

The main way for teacher professionalization is through teacher training.The current training for primary and secondary school teachers in China mainly includes forms such as off job training,remote training,and school-based training.The current teacher training presents the overall characteristics of diversified training subjects,types,and forms.In teacher training work,there are problems such as inaccurate student selection,neglect of the needs of participating teachers,unreasonable training course settings,lack of effective communication between training organizers and students,and superficial evaluation of training results and effects.The quality of teacher training project implementation is directly related to the process of teacher team construction,so the research on the effectiveness of teacher training has always been a focus of scholars’ attention.The existing teacher training evaluation process has experienced a phenomenon of "emphasizing the process over the results" and "emphasizing training over evaluation",and has neglected the feedback and correction effect of evaluation on the entire training project from scheme design to implementation,from teaching experts to actual performance of trainees.In response to the problems encountered in teacher training mentioned above,it can be seen that there is a lack of scientific management in teacher training work.By reviewing literature and books related to teacher training both domestically and internationally,the focus has shifted from focusing on training content and trainers to focusing on the training project itself and the quality and effectiveness of training,evaluation models,and evaluation systems.In practice,there are still problems such as single evaluation content and form,weak evaluation subject,and lagging training evaluation.In order to strengthen the management of teacher training and promote teacher professionalization,a teacher training project evaluation system is constructed from the demand level,which includes six levels: project plan,input,process,results,and behavior.Based on project evaluation,the management level of training work is improved.Using literature research methods to sort out the relevant research results of current primary and secondary school teacher training,identify the necessary aspects of training work: precise selection of participating teachers,comprehensive investigation of students’ training needs,scientific setting of course content,and improvement of evaluation methods.By analyzing and combining the advantages and disadvantages of classic evaluation models and existing practical experience,a six level model for the management and evaluation of primary and secondary school teacher training projects was formed based on the Koch model and CIPP model.Using the case study method and relying on the "National Training Plan-Poverty Alleviation Precise Assistance Project" project in L City,A Province,the management effectiveness of training work was studied and analyzed in the first round of project implementation,including the pre,middle,and post stages,using interview and questionnaire surveys.A total of 295 questionnaires were distributed during the two rounds of work,and 271 valid questionnaires were collected.Based on the evaluation results,improve project management,further improve project plan design,faculty allocation,training content settings,etc.,and revise and improve the proposed evaluation model.Invest the iterative model in the second round of "one-on-one" precision assistance training project.Through empirical research,this evaluation model has certain operational feasibility and can promote the design of training plans,help training organizations and project managers carry out their work more effectively,and provide more accurate services for teacher training.