UNIVERSIDAD TECNOLOGICA DE EL SALVADOR

1- GENERAL INFORMATION.

Name: Sandra Patricia González Hernández.

Career: English Major.

Subject: Management of Technological Resources for the Teaching and
Administration of the English Language (Part III)

Title: THE TEACHING PERSPECTIVES INVENTORY (TPI)

2- INTRODUCTION.

The purpose of the following report is to interpret and identify my teaching

perspective through the use of the teaching perspective inventory (TPI).

Teaching in adults and higher education has been always a complex, pluralistic,
and multi-faceted enterprise; for that reason along many time this area had
been under research. Researchers have identified five common perspectives
on teaching adults, this perspectives are: Transmission, Apprenticeship,
Developmental, Nurturing, and Social Reform. Whit these five perspectives was
created the TPI (Teaching Perspectives Inventory).

The TPI is an instrument with 45 items that helps you to understand and identify
your teaching perspective or perspectives because you can have one or two as
dominant tendency. The TPI gives direction to the process of critical reflection
by providing a baseline of information as well as articulating teachers’ own
beliefs about learning, knowledge, and the social role of “teacher.” TPI provides
a means of tracking and looking more deeply at the underlying values and
assumptions that constitute teachers’ perspectives on teaching. The TPI also
provides a well-articulated basis from which to justify and defend approaches to
teaching when under review or evaluation.

To know about my teaching perspective will be useful in my professional

development because I will be aware of the context as well as the content, I will
organize better my job taking in to account my social role in the teaching field.
3- THE TPI RESULT AND THE DESCRIPTIONOF MY TEACHING
PERSPECTIVE.
27-JAN-11
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Transmission total: (Tr)   30.00
   B=11; I=10; A=9
Apprenticeship total: (Ap)  38.00
   B=11; I=15; A=12
Developmental total: (Dv)  39.00
   B=12; I=14; A=13
Nurturance total: (Nu)  41.00
   B=14; I=15; A=12
Social Reform total: (SR)  40.00
   B=14; I=15; A=11
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Beliefs total: (B)  62.00
Intention total: (I)  69.00
Action total: (A)  57.00
----------------------
Mean: (M)  37.60
Standard Deviation: (SD)    3.93
HiT: (HiT)   42.00
LoT: (LoT)   34.00
----------------------
Overall Total: (T) 188.00

My dominant perspectives is Nurturing

It means that I have the tendency to emphasize that whatever students want,
they have to work hard and do a persistent effort to achieve it. Teachers tend to
motivate students to be productive learners and to work in different
assignments or problems without fear of failure. Learners are nurtured by
knowing that they can succeed at learning if they give it a good try; and that
their achievement is a product of their own effort and ability, also their efforts to
learn will be supported by their teacher and their peers. The more pressure to
achieve, and the more difficult the material, the more important it is that there
be such support for learning. Good teachers promote a climate of caring and
trust, helping people set challenging but achievable goals, and providing
encouragement and support, along with clear expectations and reasonable
goals(according to their levels) for all learners. Therefore, the assessment of
learning considers individual growth or progress as well as absolute
achievement. My sub-scores in belief, intention and actions is consistent with
my preference

My back-up is Social Reform

My second dominant preference or buck-up is Social Reform because I

consider that through teaching we can change society in substantive ways. I
like to emphasize the importance of little things to construct big ones with the
effort coming from each of them. Also the importance of awaken students to the
values and ideologies that are embedded in texts and common practices within
their discipline.To do so, common practices are analyzed and deconstructed for
the ways in which they reproduce and maintain conditions deemed
unacceptable. Class discussion is focused less on how knowledge has been
created, and more by whom and for what purposes. Texts are interrogated for
what is said and what is not said; what is included and what is excluded; who is
represented and who is omitted from the dominant discourses within a field of
study or practice. Students are encouraged to take a critical stance to give them
power to take social action to improve their own lives; critical deconstruction,
though central to this view, is not an end in itself.

My recessive perspective is Transmission

I disagree with the fact to make students memorize content just to pass a
required test or just learning for specific situations.

4- CONCLUSION.

In my opinion my result match with my teaching perspective, the variations that

it has are minimum so I consider that the TPI is accurate.

The use or application of this test is important to make a diagnosis about our
teaching perspective, because when we know our perspectives we can analyze
and take decisions about our development as teachers. We can take
advantages taking into account the rest of perspectives not only the one that is
dominant for us. Also we could help our students in a better way, making them
to do their best try to achieve their goals.