STUDENT NAME:

KAREN NATALIA LOPEZ VALLEJO

CAREER:
ENGLISH DEGREE

SUBJECT:
MANAGEMENT OF TECHNOLOGICAL RESOURCES FOR THE
TEACHING AND

ADMINISTRATION OF THE ENGLISH LANGUAGE (PART III)

MODULE
#IV

PROJECT
井 III

TITLE OF THE ACTIVITY:

THE TEACHING PERSPECTIVES INVENTORY (TPI)

TEACHER NAME:
LIC. MARTIN ULICES APARICIO.

DUE DATE:
THURSDAY, JANUARY 27th, 2011.

SAN SALVADOR, EL SALVADOR, CENTRO AMÉRICA.

 INTRODUCTION

The Teaching Perspectives Inventory (TPI)evaluation consists of the five

perspectives represents: Transmission, Apprenticeship, Developmental,
Nurturing, and Social Reform.
These alternatives show us what our strengths and weaknesses at the
time of teaching, this evaluation is taken by many people not only
teachers but will take it nurses, doctors and more. Therefore this is a
help to strengthen our skills to improve our knowledge and the students.

Teacher has to have motivation, strength, flexibility, as they relate how

the students learn, the teacher needs to develop their imagination and
get the students attention. Share their knowledge together, this TPI
exam show us, some of the possibilities that we have to teach.
 THE TEACHING PERSPECTIVES INVENTORY (TPI)
RESULT:

Respondent: Natalia Vallejo

Teaching Perspectives Profile: Individual
TPI ID Number: 110127175120
Transmission Apprenticeship Developmental Nurturing Social Reform
Tr: 25 Ap: 29 Dv: 28 Nu: 29 SR: 27
B:11, I:6, A:8 B:10, I:10, A:9 B:10, I:9, A:9 B:10, I:10, A:9 B:10, I:8, A:9
45 45 45 45 45
44 44 44 44 44
43 43 43 43 43
42 42 42 42 42
41 41 41 41 41
40 40 40 40 40
39 39 39 39 39
38 38 38 38 38
37 37 37 37 37
36 36 36 36 36
35 35 35 35 35
34 34 34 34 34
33 33 33 33 33
32 32 32 32 32
31 31 31 31 31
30 30 30 30 30
Your scores at or above this line (29) are your DOMINANT perspective(s).
29 • 29 • 29 • 29 • 29
28 • 28 • • 28 • • 28 • 28
27 • 27 • • 27 • • 27 • • 27 •
26 • 26 • • 26 • • 26 • • 26 •
Your scores at or below this line (26) are your RECESSIVE perspective(s).
• 25 • • 25 • • 25 • • 25 • • 25 •
• 24 • • 24 • • 24 • • 24 • • 24 •
• 23 • • 23 • • 23 • • 23 • • 23 •
• 22 • • 22 • • 22 • • 22 • • 22 •
• 21 • • 21 • • 21 • • 21 • • 21 •
• 20 • • 20 • • 20 • • 20 • • 20 •
• 19 • • 19 • • 19 • • 19 • • 19 •
• 18 • • 18 • • 18 • • 18 • • 18 •
• 17 • • 17 • • 17 • • 17 • • 17 •
• 16 • • 16 • • 16 • • 16 • • 16 •
• 15 • • 15 • • 15 • • 15 • • 15 •
• 14 • • 14 • • 14 • • 14 • • 14 •
• 13 • • 13 • • 13 • • 13 • • 13 •
• 12 • • 12 • • 12 • • 12 • • 12 •
• 11 • • 11 • • 11 • • 11 • • 11 •
• 10 • • 10 • • 10 • • 10 • • 10 •
•9• •9• •9• •9• •9•
Transmission Apprenticeship Developmental Nurturing Social Reform
� Pratt & Collins 2001, Web Version: 2.0, August A Scoring Profile for the Teaching
2001 Perspectives Inventory

DESCRIPTION

Teaching Perspective Inventory is a networking site that we took an

exam that can help us to know which our strength is and weakness to
teach, in my case Apprenticeship and Nurturing are the higher result
that I got.

Teachers that had the same result as me it is a hard work in the

Apprenticeship Perspective, because to make the change from
performing while learners watch, to know the work according to
learners’ zone of development, is a difficult transition. Finding the right
balance between zones of development and it takes a lot of work, time
and patience.

This is usually accomplished with cases or problems drawn from real

contexts and situations of practice. However, it is not easy to develop
authentic tasks at varying levels of learner competence. Another aspect
that concerns us is the environment that the students need to develop
their strategies; also we always try to bring the outside situation to our
classroom to teach to the students the reality of the society.

In words of (Bruffee, 1999):

Apprenticeship Perspective, learning is more than the building of
cognitive structures or the development of skilled competence. It is, as
well, the transformation of the learners’ identity that occurs as they
adopt the language, values, and practices of a specific social group. In
the language of collaborative learning and social constructivism this is
the same process we take students through when re-enculturating them
into a new community of practice way of thinking.

The Nurturing Perspective means that the teacher always needs to

be supported by me (the teacher) and we have to make the all the
student tries to get a good support and good words for a classmate that
it makes a effort to learn, if a student doesn´t get a support or is
discriminated by the other students, those students thing or belief that
they are self-sufficient is under treat or diminished in any way, learning
will be blocked, diverted, or detained altogether.

And the primary responsibility of Nurturing teachers is to find a balance

between caring and challenging. To do this they promote an
environment of caring and trust, helping people set reasonable but
challenging goals, and supporting effort and achievement. Typical
Nurturing strategies include such simple things as getting to know
people, consistently listening and responding to emotional as well as
intellectual needs.

CONCLUSION

The Teaching Perspectives Inventory (TPI)

gave me some more clearly ideas to
how to teach, and that is just a guide to show an option to change the
way to teach, if you want to do it, in my case from an Apprenticeship
Perspective learning is facilitated when people work on authentic tasks
in real settings of application or practice, because this is one of my
strength, the other one is Nurturing is where the teachers capacity to
understand more the students in all their areas as emotional,
understand and establish ties of friendship, to have a good environment
and development in the classroom with all students.

In my case I cannot apply the results, because I have not who apply, but
I have an idea how to apply new ways and to strengthen future. All this
has helped me to create an idea of how teachers have to work so that
we students have a proper education, I will get so much dedication, so
my students do not have many complaints as a way to give the class
and I apply that style, but I agree with the result, because I would like
students to learn at my own rate, while taking into account the way how
students develop their own way of learning.