Name: Gloria Rebeca Hernndez Montepeque. Career: BA in English.

Subject: Management of Technological Resources for the Teaching and Administration of the English anguage. Title of activity: !ro"ect # Teaching !erspecti$e %n$entor& Introduction The Teaching !erspecti$e %n$entor& gi$es direction to the process of critical reflection b& pro$iding a baseline of information as 'ell as articulating teachers( o'n beliefs about learning) *no'ledge) and the social role of +teacher., T!% pro$ides a means of trac*ing and loo*ing more deepl& at the underl&ing $alues and assumptions that constitute teachers( perspecti$es on teaching. %t is important as a future teacher *no' 'hat are the strengths and 'ea*nesses in teaching areas. The Teaching !erspecti$es %n$entor& -T!%. measures teachers( profiles on fi$e contrasting $ie's of 'hat it means +to teach., The in$entor& can be used in aiding self/reflection) de$eloping statements of teaching philosoph&) engendering con$ersations about teaching) and recognizing legitimate $ariations on e0cellence in teaching. Transmission Total1 -Tr. 23 B 4 567 % 4 87 A 4 59 Apprenticeship Total1 -Ap. 95 B 4 597 % 4 527 A 4 59 :e$elopmental Total1 -:$. #6 B 4 ;7 % 4 557 A 4 8 <urturing Total1 -<u. 26 B 4 527 % 4 5#7 A 4 5= >ocial Reform Total1 ->R. #; B 4 5=7 % 4 37 A 4 ? Beliefs total1 -B. 68 %ntentions total1 -%. 65

Action total1 -A. 66 //////////////////////////////////////////////////////////////////////////////// / @$erall Total1 -T. 5;9 After completing the T!%) all of m& perspecti$es 'ere in the 2=(s range e0cept for :e$elop) >ocial Reform and Apprenticeship. M& Apprenticeship score 'as 95) and m& >ocial Reform 'as #;. Both the Apprenticeship and Transmission on teaching for me personall& are strongl& held) 'hile m& :e$elopmental and Transmission perspecti$es are moderatel& held. Aith a score of #;) m& >ocial Reform perspecti$e is 'ea*l& held. Brom the T!% outputs) it can be concluded that m& effecti$e teaching methods are deri$ed of a combination of Apprenticeship and Transmission) <urturing perspecti$es. >ince m& :e$elopmental perspecti$es fall in the moderate zone) this also means there are some aspects of both perspecti$es 'ithin m& teaching methods. Aith the results of the Teaching !erspecti$es %n$entor&) the fi$e perspecti$es on teaching can also be ran*ed in terms of dominance based on the indi$idual scores. The le$el or height of the indi$idual perspecti$e score correlates to the particular perspecti$e being dominantl& e0pressed 'ithin the indi$idual(s teaching st&le. According to the T!% charts) m& dominant perspecti$e is Apprenticeship -score1 95.. M& <urturing perspecti$e -score1 26. is also one point a'a& from dominant) so % 'ould also guess it is dominant 'ithin m& teaching st&les. M& bac*/up perspecti$es are :e$elopmental -score1 #6. and Transmission -score1 23.) 'hich are good complements for the dominant perspecti$es 'ithin m& personalit&. M& score for >ocial Reform placed this perspecti$e as m& recessi$e trait based on the ran*ing of the T!%. Conclusion %n m& opinion % thin* the T!% is a good tool to better understand the t&pes of profiles. %t is $er& important *no' more about our teaching profile in order to get the strengths and 'ea*nesses 'e ha$e as instructors. % agree 'ith the result and this 'ill help me in the future to implement 'ith m& students and also ha$e a good de$elopment of teaching learning.