Interpretation of the result in relation to TPI frame work.
For the better elaboration of the results appendix 1
shows a graphical representation of the results. According to the chart it
shows the apprenticeship perspective is dominant. So according TPI, it can be
agreed that I give importance of socializing students. Good teachers understand
the learners and vary the instruction methods in relation to their level of
learners understanding.
More over transmission perspective also shows as a
back-up perspective which is very near to dominate. With TPI, It can be agreed
that teachers can be outstanding only if they have mastery of subject content. This enables the teacher to best practiced subject
applications and improve higher level thinking of the students.
Although both nurturing
and social reform are below the mean level, it is not below recessive and which
can be used as a back-up perspective. Teachers should give importance on
individual on students despite their past performance. However unlike TPI has
agreed, I believe that some students may work harder to avoid failure where
they think students can be productive without fear of failure.
From the whole chart, the lowest
belief is on developmental perspective which contributed it to be in recessive.
Here my view is little different from TPI as I believe that concentrating the
education on learners view point highly depends on the level of the learners; how
they progress with learning and to their prior knowledge. Effective questioning
have to be used and learning have to be meaningful to the learners.
Interpretation
of results in own perspectives
Even though I believe the apprenticeship is very much
important to the students, it might not be shown in actions effectively up to
the beliefs due to many conditions like having majority students at below average.
Due to the lack of prior knowledge of the students, makes them more dependent
on the teacher. Teachers are more focused to be an instructors. However within the reach of the teachers,
efforts should be taken to improve students’ development with the use of good teaching
techniques and motivation.
Transmissions have to be dominated to a great level
regarding the subject. But teachers’ role is not only making the students to
master on their subject but they have to expose the students to the real life
situations. Morality and integrity has to be developed in general in addition
to the subject content.
When nurturing the students, it is important to encourage the students
and provide them an effective environment for learning. Teachers should be role
models to the students.
Students’ level should be taken in to account when
planning the learning. For our students, Cambridge syllabus are being taught
where most contents are very new and not visible in this environment. Students’
lower level make them difficult to broaden higher level thinking of the content.
So for those students, some explanations are challenging with new examples and it
is difficult for the teacher to consider their view point on each content
within the limited time we have. Despite
these, teachers have no choice but to complete the given syllabus. However it
is always good to relate the knowledge within students capacity and then to
broaden it further.
More over improving the social reform and nurturing
the students, good practices have to be promoted both from learners view point
and the society view point which encourages their self-esteem and self-responsibility.
Critique on TPI
Teaching style may differ depending on the students’ level,
the environment and the subject content. TPI result is taken in most
developing/developed countries. So this may not be fully applied to the small schools we have in our
islands where mostly foreign syllabus are being taught to the students which
sometimes have conflicts on our religion.
However to some extent it gives
guidance for teachers to analyze and improve themselves by providing effective
perspectives where they can concentrate in which they may incorporate with
their beliefs, intention and action. Teachers are given chance to evaluate
their actual scores by providing graphical representation in few seconds by
completing the TPI whenever they want.
Appendix 1 shows the graphical representation
of TPI results. (Collins, Pratt, 2001)
Reference
Collins, J., Pratt,D. (2001). TPI Profile Sheet.
Retrieved march 26, 2013 from http://teachingperspectives.com/drupal/tpi/tpi-results?nodeid=9932&name=mariyam
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