Teaching Perspectives Inventory

For this post, I took a test called the Teaching Perspectives Inventory. I found this quite difficult for two reasons:
1.       I took this from the perspective of teaching information literacy to undergraduate students, which is the job I wish to have but not the one I have now (or really have experience doing.) I have taught basic information literacy to kids (see my earlier post) and teaching co-workers how to use various programs (have SharePoint questions? I’ve got you covered.) I have not taught undergraduate students ILI. So I took this thinking of what I would hypothetically do. I’m not sure how effective that was.
2.       As I do not formally teach at this point in my career, I haven’t given much thought to my teaching style or philosophy. Not having even thought about style or philosophy made it even more difficult to answer the questions than not currently or formally being a teacher. Do I see teaching as a method of societal change? I have no idea. I guess?
Here are my results. Please take them with a grain of salt.


Apparently I have no dominant perspective, although I really don’t (or will not) use teaching as method to change society. For clarification, each perspective (Transmission, Apprenticeship, Developmental, Nurturing, Social Reform) has three scores for Beliefs (B), Intentions (I), and Actions (A.) In my case, I believe in transmission, my intentions are apprenticeship, and my actions are developmental. I’m a mess.
According to this score, I am probably mostly of the Apprenticeship persuasion, since my B/ I /A scores are fairly level, and my overall score is just under the dominant line. I do believe, as my transmission score indicates, that teachers should have a mastery of the subject they teach, and should be accurate and efficient in teaching that subject matter. Apprenticeship shares Transmission’s beliefs that a teacher should have expertise in the subject matter, but go one step further to value teachers who are also skilled practitioners in their area. These teachers engage students at their own level and offer guidance and direction. But my would-be actions encourage my hypothetical students to relate their learning to the real world through “[q]uestions, problems, cases, and examples” (Teaching Perspectives Inventory, n.d.) to develop higher-level thinking skills.
This exercise, while difficult to, has been and will be very useful. Because I have not given much thought to my teaching style, I now have a basis to work from. I can challenge myself to define what teaching means to me and how that translates into practice.
References

Teaching Perspectives Index. (n.d.). Retrieved December 8, 2013, from http://www.teachingperspectives.com/drupal/
Categories: instruction, LIS7880

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