Teaching Perspectives Inventory

My results from the Teaching Perspectives Inventory (TPI) were not a total surprise, interestingly my results are concurrent with Collins et al (2010) findings of the majority of teachers, it great to be average. My most dominant perspective being nurturing, with apprenticeship, developmental and transmission following with very little difference between the scores. Social reform trailed in last place. When I explore these results in detail my overall scores fall in the mid thirties, with nurturing tipping into the forties, which also recorded the highest internal consistency. Looking and the sub-scores in the next two perspectives, they reveal discrepancies between my beliefs and actions, which I think are due to a number of factors outside
Although I am beginning to appreciate that I may not be very logical in my approach to teaching at all and It is unlikely that my teaching perspectives will change greatly, even with this new awareness. I appreciate the TPI does not indicate this, but for me the results also reflect some of my core beliefs. However, I am open to exploring a deeper understanding how I could meet the learning needs of my students in an more beneficial way. Critically assessing my personal conceptions may help me explore some alternative approaches and offer insights into my colleagues approaches
They also highlight the importance of understanding group dynamics to help manage the differing needs of each student. As a crucial skill which underpins becoming an effective teacher I’m not sure that I was ever formally trained in this skill. I feel fairly comfortable within my current teaching and managing the groups but mindful that familiarity does not mean my teaching is effective for the students. Fortunately the majority of my students are very engaged with their own learning and able to support each other, I can create supportive environment for them to become skilled at sharing ideas. To some degree this reflects strongly some of my more positive experiences in my own clinical teaching, or am I just moulding them to my way, too many questions.

I know that my current favored perspectives can be demanding but when Pratt & Collins (2000) suggest that “The teacher in a nurturing approach needs to adopt a highly dedicated and unselfish approach, putting the demands and needs of the learner first.” Pratt & Collins (2000) it doesn’t sound like me. Brookfield (1997) argues that a nurturing approach is probably the most labour-intensive of all the teaching models, requiring a deep understanding on the part of the teacher of each learner and that learner’s needs; It the element of teaching I enjoy the most, getting to know students and