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10 9 Transmission Apprenticeship Ap: 43 B:14, I:14, A:15 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 Apprenticeship Developmental Dv: 39 B:11, I:13, A:15 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 Developmental Nurturing Nu: 42
Respondent: marvin ortiz TPI ID Number: 120830090831 Social Reform SR: 41 B:13, I:14, A:14 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 Social Reform
Your scores at or above this line (42) are your DOMINANT perspective(s).
Your scores at or below this line (39) are your RECESSIVE perspective(s).
Interpretation of the results: As I can see my dominant perspective is the apprenticeship (42) Which means that part of my philosophy as teacher is to look the effective teaching as a way to socialize students into new behavioral norms and ways of working. The theory about that perspective says that: Good teachers are highly skilled practitioners of what they teach. Whether in classrooms or at work sites, they are recognized for their expertise. Teachers must reveal the inner workings of skilled performance and must translate it into accessible language and an ordered set of tasks which usually proceed from simple to complex, allowing for different points of entry depending upon the learner's capability. Good teachers know what their learners can do on their own and where they need guidance and direction; they engage learners within their 'zone of development'. As learners mature and become more competent, the teacher's role changes; they offer less direction and give more responsibility as students progress from dependent learners to independent workers. At the other hand, my recessive perspectives are both: transmission (39) and developmental (39) TRANSMISSION: Effective teaching requires a substantial commitment to the content or subject matter. Good teaching means having mastery of the subject matter or content. Teachers' primary responsibilities are to represent the content accurately and efficiently. Learner's responsibilities are to learn that content in its authorized or legitimate forms. 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 misunderstandings, answering questions, providing timely feedback, correcting errors, providing reviews, summarizing what has been presented, directing students to appropriate resources, setting high standards for achievement and developing objective means of assessing learning. Good teachers are enthusiastic about their content and convey that enthusiasm to their students. For many learners, good transmission teachers are memorable presenters of their content.
DEVELOPMENTAL: Effective teaching must be planned and conducted "from the learner's point of view". 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. The key to changing those structures lies in a combination of two skills: (1) effective questioning that challenges learners to move from relatively simple to more complex forms of thinking, and (2) 'bridging knowledge' which provides examples that are meaningful to the learner. Questions, problems, cases, and examples form these bridges that teachers use to transport learners from simpler ways of thinking and reasoning to new, more complex and sophisticated forms of reasoning. Good teachers adapt their knowledge to learners' levels of understanding and ways of thinking.
Apprenticeship Developmental Nurturing Social Reform Ap: 44 Dv: 35 Nu: 38 SR: 37 B:14, I:15, A:15 B:10, I:15, A:10 B:11, I:13, A:14 B:10, I:13, A:14 45 45 45 45 44 44 44 44 43 43 43 43 42 42 42 42 Your scores at or above this line (41) are your DOMINANT perspective(s). 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 Your scores at or below this line (35) are your RECESSIVE perspective(s). 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 29 29 29 29 29 28 28 28 28 28 27 27 27 27 27 26 26 26 26 26 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 Perspectives 2001 Inventory