UNIVERSIDAD TECNOLOGICA

Title of Activity: Teacher Perspective I ve tory !TPI" Career: E #lish $a%or S&'%ect: $a a#e(e t of Tech olo#ical Reso&rces !$o)&le * Part IV"

Teacher: LIC+ $art, Ulises Aparicio $orataya Sectio : 01 ALU$NO:

LICIDA VERONICA DELGADO AMAYA 31-5313-2007

CARNET

February 27th, 2014

Introduction

The purpose of this report is to have a clear understanding of the definition of TPI (Teacher Perspective Inventory), because as English Teachers it is very important to find out what is our perspective about Teaching. Due that we have done this online uestionnaire in which you will be able to see the different scores I got in the five Teaching perspectives. The five perspectives represent! Transmission, "pprenticeship, Developmental, #urturing and $ocial %eform. In order to get a better idea of TPI (Teacher Perspective Inventory), here you have the definition of it! The TPI basically is a &' online uestionnaire that will assess your orientation to teaching, it as(s )uestions about learning, motivation, the goals of education, your role as a teacher, the nature of the learners they taught, and the influence of conte*t on their teaching. The different responses revealed five )ualitatively different perspectives (Transmission, "pprenticeship, Developmental, #urturing and $ocial %eform) on teaching which form the conceptual bac(bone of the Teaching Perspectives Inventory. In addition, they e*pressed their commitment to teaching in terms of their +eliefs, their Intentions, and their "ctions. ,ne "dvantage of the TPI is that it helps you better understand your own views of these perspectives and how you e*press them through your own beliefs, intentions and actions. $omething good of this ,nline uestionnaire is that each person can have at the end concise descriptions of how the five perspectives differ from each other. "nother "dvantage of the TPI is that you will have a clearly idea about Teaching, either if you are e*panding your portfolio for teaching reviews, or -ust observing someone else.s teaching. $ince we are teachers, it is really important to (now our personal teaching perspective, because that way we can (now how well we master the content or sub-ect, our different %esponsibilities, not -ust inside the class but also outside them, and also to find out how s(illed we are on what we are teaching, you cannot teach what you don.t (now, /nowing our personal perspective, we can identify how effective we are about planning and conducting from the learner.s point of view, and also that it is really important to support our students at all times, promoting a climate of caring and trust, and we can also find out if we are ma(ing a big impact on our society through awa(en in our students the values and the disciplines that are missing in our society to ma(e it a better place. +ecause of all these reasons previously mentioned, it is a must that all Teachers (now their personal Teaching Perspective, to identify in which areas they need to wor( more on it, and also to identify their strengths.

My T I r!"u#t" "ccording to my TPI results there are two perspectives that are strongly held, those were "pprenticeship and #urturing with &&, based on those results that means that I am highly s(illed practitioner on what I teach, not -ust inside the classroom but also on my wor(place, even dough you don.t believe li(e that, we are constantly teaching and learning. I try to translate my language on an accessible way, so the learner can ac)uire (nowledge from simple to comple*, you can tal( about a difficult topic, but if you e*plain them at the beginning with an easy language, at the end they will ac)uire more (nowledge easily. The Teacher also engage student to become from dependent learners to independent wor(ers, the teacher is -ust guidance for them. /eeping with the highest result we have #urturing, on this perspective we have that the teacher believes on the long term, high persistent effort but all of that has to become from the $tudent own ability and effort, I am -ust going to be there to support them in any difficulty and challenging them to achieve their goals, I am there to support them and encourage them, I let them do their individual growth as well as absolute achievement. $omething very interesting about these two perspectives is that my sub scores! beliefs, intentions and actions got the same result 0', 0' and, 0&. That means that there is an agreement on what I do, what I accomplish and what I 1ustified or believe. 2y 2oderately held perspectives were Transmission &0 and $ocial %eform 34, in here I manage the sub-ect matter or content, as my responsibility I represent the content accurately and efficiently, providing clear ob-ectives, using efficient the class time, clarifying misunderstanding, answering )uestions, giving feedbac(, and summari5e what is presented previously in order to set high standards for achievement and developing the sub-ect ob-ectives, I am enthusiastic teacher and I need to convey the same enthusiastic to my students. In the $ocial %eform, the teacher.s ob-ective is the collective rather than the individual, according to this results I am trying to awa(e students to values and disciplines, ma(e discussions in class of what is said and what is not said on the te*t, what is included and what is e*cluded, and encourage to be part of the change on this society. Tal(ing about my sub scores we do have inconsistencies, my beliefs and "ctions wor( together with 0' but my Intentions differ was a little slow with 00 and that may be because sometimes in teaching you

may have your best intentions to accomplish an activity, but sometimes there are barriers such as (surrounding, resources, etc) that doest let you fundament your intentions. The last perspective that is recessive for me according to my results is Developmental with 36, on this perspective I need to understand how learners thin( and reason about the content, my primary goal is to help learner develop increasingly comple* and sophisticated cognitive structures for comprehending the content, for these I need to wor( on two s(ills! challenging learner to move from relatively simple to more comple* forms of thin(ing, and provide e*amples that are meaningful to the learner. ,n Developmental my sub scores were my beliefs 7, intentions 0', and "ctions 0&. There is an inconsistency between beliefs, I do not (now why because as a teacher I always try to thin( as my learners, in a simple way so it won.t be difficult for them to get or master all the (nowledge. "bout my TPI results I mostly agree in all the areas I got a high percent in two areas "pprenticeship and #urturing, because I try to do my best when teaching, getting everything ready for my classes, planned every detail, so that way the learner will reach all the sub-ect ob-ectives, there are some things that I may change or I need to get them better, to get at the end effective teaching, my lower score was Developmental, in which I accept and (now that since we are students, we are constantly learning new things and trying to do it better. That is why I thin( I got this low score on this perspective8 I need to wor( more from the learner.s point of view. /nowing more the learner.s necessities, and adapt all my (nowledge to the learner.s levels of understanding and ways of thin(ing, and it is also important to (now that not all the students get the information in the same way, due that we need to be perseverant on what we are doing. "s teachers is really important and useful to (now our TPI, because that way we can (now our strengths and ta(e advantage of it, and also (now our wea(nesses, and wor( on them to be at the end an effective Teacher.