The Teaching Perspectives Inventory, a 45-item inventory that assesses an instructor's orientation to teaching, was created by Daniel D. Pratt and John B. Collins of UBC. The 5 categories that the researchers identified were: Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. These categories are then broken down further into Belief, Intentions, and Actions which work to help identify whether one's perspective is stronger in their beliefs on how they think a class should be taught, how they intend to teach their classes, and what actually happens within the classroom.
I took this inventory when I started teaching my current 4-week course with my present students in mind. Although my results showed a rather flat-profile, I was somewhat relieved when watching the video on the website, when Dan Pratt mentioned that instructors with multiple teaching responsibilities across a greatly varied context of learners, which I do.
As previously mentioned, I scored highest in the Nurturing category (45), which came as no surprise as I often tell my students I am a mother first, and their teacher second. I know that they will be more successful learning the course content and focusing on their skills if they are in an emotionally stable state with them focussed on what is happening within the classroom rather than dwelling on their personal issues outside of it.
A close second for me was Apprenticeship (42) and Developmental (41), which I also recognize as being important parts of my teaching skill set. With a maximum of 12 students per class, I am able to give personalized guidance and set specific goals for individualized student skill development. With positive reinforcement of even the smallest successes in their progression, students continue to improve their skills , but more importantly their confidence daily, which results in tremendous growth.
Further down the line, were Social Reform (39) followed lastly by Transmission (38). For the class I am teaching now, it makes sense to me that these two categories were recessive perspectives. However, I am interested to see what my TPI might be if I am focussing on the Medical Terminology class that I teach rather than the Test Preparation class which provided me these results. Regardless, I found these results led to a lot of introspection on my teaching beliefs and intentions, and how I action them within the classroom.