Universidad Tecnologica de El Salvador. Faculty of Social Science. English’s Department.

Student’s name: Career: Subject: Activity: Professor: Year: INTRODUCTION: Delmy Elizabeth Fuentes Nuñez. English Language Major. Management of Technological Resources for the Teaching and Administration of the English Language. Project 1: Teaching Perspective Inventory. Lic. Martín Ulises Aparicio Morataya. 2014

The main purpose of this activity is to know what my teaching profile is, taking into account the five perspectives, which are transmission, apprenticeship, developmental, nurturing and social reform. Moreover, how I express these perspectives through my beliefs, intentions and actions. The Teaching Perspective Inventory helps teachers to have a better understanding about teaching orientation. Likewise, it helps to share and clarify ideas about philosophy of teaching and it assess teachers’ performance. The TPI is a 45-item inventory that evaluate teachers’ beliefs, intentions and actions, make them being aware of their own teaching profile, and based on some perspectives. THE TPI RESULT AND THE DESCRIPTION OF MY TEACHING PERSPECTIVE:

INTERPRETING MY TEACHING PERSPECTIVE INVENTORY. Transmission: In this perspective, good teachers take learners systematically through tasks leading to content mastery: providing clear objectives, adjusting the pace of lecturing, making efficient use of class time, clarifying misunderstanding, answering questions, providing timely feedback, correcting errors and so on. Apprenticeship: Good teachers are highly skilled practitioners of what they teach, they are recognize for their expertise. They set tasks, which usually proceed from simple to complex. Developmental: Good teachers must understand how their learners think and reason about the content. The primary goal is to help learners develop increasingly complex and sophisticated cognitive structures for comprehending the content.

Nurturing: In this perspective, good teachers provide encouragement and support, along with clear expectations and reasonable goals for all learners but do not sacrifice self-efficacy or self-esteem for achievement. Social Reform: In this perspective, good teachers challenge the status quo and encourage students to consider how learners are positioned and constructed in particular discourses and practices. Height and Range of Overall Score: After completing the TPI, my Transmission and Apprenticeship perspectives were in the 30’s. My Developmental, Nurturing and Social Reform were in the 20’s. Both the Transmission and Apprenticeship perspectives on teaching for me personally are strongly held. While my Developmental and Nurturing perspectives are moderately held. With a score of 24, my Social Reform perspective is weakly held. Differentiation among Perspectives: My Transmission perspective was the highest (37) of my five perspectives and my Social Reform perspective was the lowest (24). The difference between Transmission and Nurturing is nine points, the difference between Transmission and Developmental is eight points, but there is four points difference between Transmission and Apprenticeship. The step-like decrease in the last perspectives may indicate my teaching style is still changing. While taking the TPI, I made sure to keep my mind focused on one educational context in which my students need guidance and direction, while also allowing my students to learn at their own pace, and within their own capabilities. Dominate, Back-Up, and Recessive Perspectives: According to the TPI charts, my dominant perspective is Transmission (score: 37). My back-up perspective is Apprenticeship (score 33), which is a good complement for the dominant perspective within my personality. Based on the ranking of the TPI my recessive perspectives are Developmental (score 29), Nurturing (score 28) and Social Reform (score 24). Internal Consistency: Within the Apprenticeship perspective, all three of these sub-scores are equal with each other, the three sub sores are 11 points. This result indicates there is no conflict between my beliefs, actions and intentions in terms of teaching my students to learn more independent. Under the Developmental perspective, my beliefs and intentions are again equal, but my actions score is two points lower. Even though Social Reform was my lowest score, my sub-scores under this perspective are internally consistent, this indicates there is no conflict between my actions, beliefs or goals in terms of teaching my students to socially reform or improve the lives of themselves or others around them. Internal Discrepancies: Even though Transmission was my highest overall score, my sub-scores under this perspective are not internally consistent. My belief scores are four points higher than my intentions (13 vs. 9) and my actions scores are six points higher than my intention score (15 vs. 9). Within Nurturing, there is a substantial difference between my beliefs, intentions, and actions (13 vs. 7). Consistency across Perspective: My highest Intention sub-score does not occur within my dominant perspective. It occurs in my Nurturing perspective. It means that I have good intentions in encouraging and helping students to achieve their goals. CONCLUSION: The TPI is a well-designed test, this test embody the five perspectives that every teachers must possess and develop in the teaching process. Every perspective is vital and necessary to be consider a good teacher. According to my results, I have a dominant perspective, which is Transmission, so I am glad with this because it means I am a mastery of the subject matter or content that I am teaching. I agree with the result. The result obtained from Teaching Perspective Inventory is really usefulness because it help me to analyze and know what my strengths and weaknesses are. With this information, I can improve my perspectives and work in my deficiencies. Moreover, the result of the TPI is important for explaining my stance on teaching and my development as an effective teacher in the future.

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