Much of what I have learned and reflected on in my Blog so far has been on the ‘how’ of teaching – how to create engagement in the classroom, how to help students understand about how they learn and how to improve their learning and how to get them critically thinking see Let’s Get Critical Thinking and Critical Thinking Revisited) etc. For the first time I am now exploring the ‘why’ of how I teach. What makes me chose the teaching strategies, assessments and delivery methods that I do? Are there any discrepancies between my beliefs, intentions and actions about teaching and learning lurking in my unconscious that I am not aware of?
Luckily for teachers there is a tool called the Teaching Perspectives Inventory. The Teaching Perspectives Inventory (TPI) is the result of over 2 decades of research by Drs. Pratt and Collins and involved teachers from different cultures with varying levels of experience and 7 different educational occupations (Pratt & Collins, 2000). The TPI identifies which of 5 perspectives on Teaching: Transmission, Apprenticeship, Developmental, Nurturing and Social Reform is a teacher’s dominant or co-dominant perspective(s) and what back-up perspective(s) s/he might have.
The TPI also teases out for each teacher (Reflecting on your results. In TPI Teaching Perspectives Inventory, 2014) :
- Beliefs: beliefs about the teaching and learning;
- Intentions: what the intentions are for teaching and learning;
- Action: what actions are taken when teaching.
These sub categories are very useful in identifying states of internal consistency or internal discrepancies within a perspective:
- Internal consistency: beliefs, intentions and actions all align (scores within 1 or 2 points of each other);
- Internal discrepancies within a perspective where beliefs, intentions and actions do not align (scores differ by 3 or more points).
Pratt and Collins (2000) define their teaching perspectives as follows (Table 1, p 4):
Table 1: Summary of Five Perspectives on Teaching
|From a Transmission Perspective, effective teaching assumes instructors will have mastery over their content. Those who see Transmission as their dominant perspective are committed, sometimes passionately, to their content or subject matter. They believe their content is a relatively well-defined and stable body of knowledge and skills. It is the learners’ responsibility to master that content. The instructional process is shaped and guided by the content. It is the teacher’s primary responsibility to present the content accurately and efficiently to learners.
|From an Apprenticeship Perspective, effective teaching assumes that instructors will be experienced practitioners of what they are teaching. Those who hold Apprenticeship as their dominant perspective are committed to having learners observe them in action, doing what it is that learners must learn. They believe, rather passionately, that teaching and learning are most effective when people are working on authentic tasks in real settings of application or practice. Therefore, the instructional process is often a combination of demonstration, observation and guided practice, with learners gradually doing more and more of the work.
|From a Developmental Perspective, effective teaching begins with the learners’ prior knowledge of the content and skills to be learned. Instructors holding a Developmental dominant perspective are committed to restructuring how people think about the content. They believe in the emergence of increasingly complex and sophisticated cognitive structures related to thinking about content. The key to changing those structures lies in a combination of effective questioning and ‘bridging’ knowledge that challenges learners to move from relatively simple to more complex forms of thinking.
|From a Nurturing Perspective, effective teaching must respect the learner’s self-concept and self-efficacy. Instructors holding Nurturing as their dominant perspective care deeply about their learners, working to support effort as much as achievement. They are committed to the whole person and certainly not just the intellect of the learner. They believe passionately, that anything that threatens the self-concept interferes with learning. Therefore, their teaching always strives for a balance between challenging people to do their best, while supporting and nurturing their efforts to be successful.
|From a Social Reform Perspective, effective teaching is the pursuit of social change more than individual learning. Instructors holding Social Reform as their dominant perspective are deeply committed to social issues and structural changes in society. Both content and learners are secondary to large-scale change in society. Instructors are clear and articulate about what changes must take place, and their teaching reflects this clarity of purpose. They have no difficulty justifying the use of their teaching as an instrument of social change. Even when teaching, their professional identity is as an advocate for the changes they wish to bring about in society.|
I thought the tool would be a perfect way to begin answering some of my questions. Here are my results.
One thing to keep in mid when taking the TPI is that you are to have one learner group in mind and answer the questions according to how you teach them. For me, I was thinking about the online perinatal care course I facilitate for post RNs.
Analysis of dominant perspective
My dominant teaching perspective for this cohort is Apprenticeship. Beliefs, intentions and actions all aligned so internal consistency is noted.
As I reflect on the definitions of this perspective (as outlined above) I see how it fits with a profession like nursing where, (from what I have determined so far in my learning), the concepts of authentic assessments and social constructivism are key. (For more information about both of these concepts please see my previous blog posts: Constructivism – Learning by Constructing Meaning from Experience and Outcomes Based Education: Advantages and Disadvantages).
The perspective of Apprenticeship allows me to break down tasks to into manageable chunks for students so that they can continue to build on the complexity of the learning while the presence of a mentor provides a safe buffer for patients. As students begin to gain competency with the tasks, they are able to take on more and more responsibility.
Collins and Pratt (n.d) identify one of the downsides of the Apprenticeship perspective for the teacher is how to articulate exactly how to perform complex tasks that over time have became almost instinctive. While I do find this to be true when I am mentoring students in the clinical area, for the online course I have the opportunity to be able to take the time to think about what is all involved with a task before I post online.
Another downside proposed by Collins and Pratt (n.d) is knowing when the right time is to shift more of the responsibility to the students. Again, I find that for an online theory course, this is not really relevant but certainly in the clinical area it has created some issues for me. For example, there have been times when I thought that a student would benefit from learning by watching but the student felt that she was ready to do the task herself and only wanted me as support. I see now that I need to balance my strong tendency for the Apprenticeship perspective with one of my back up perspectives: Developmental.
Analysis of back up perspectives
Interestingly my beliefs scored lower than my intentions and actions for this perspective. I wonder if my strong views on Apprenticeship coloured my beliefs on this one. I am glad to see, however, that my intentions and actions were aligned as this perspective is something I actually value as a learner and endeavour to provide for my students when I am able to move past the Apprenticeship perspective at least!
While I appear to believe and intend quite strongly to be nurturing to students I see that my actions do not demonstrate this to the same degree. I suspect this is so as while I totally believe in and intend to provide a supportive and nurturing environment, there is a standard level of care that all students must achieve and if the student is not able to meet this standard s/he is not safe to work with patients.
The results of my beliefs, intentions and actions were interesting for this one as I scored the lowest you can for intention, somewhat middle for beliefs but the highest possible for action. I feel that despite me not being a fan of this perspective, it is a health care course I am facilitating and the expectation is that information is conveyed efficiently and logically. I totally agree that the course is heavy on content and not enough on learners’ needs so it does cause me to constantly wonder how I might be able to change up things. As a start, I am working on improving the workshop component of the course where the flipped classroom approach is being utilized.
Beliefs, intentions and actions were a bit all over here – belief was at the lowest score but my intentions and actions were somewhat higher. I feel that this reflects the conservative nature of nursing – being a rebel in nursing is NOT encouraged so I have learned to tone it down. That being said, I also believe strongly that as health care providers we need to examine system and personal biases so that we can provide the best care possible to our patients. As a result there are case studies and questions I have worked into the course that are there to help the students reflect and hopefully make changes in themselves and in their work places.
Taking the TPI has given me a great opportunity to reflect on what I believe, feel and do in regards teaching and learning. I intend on using it again in a few months to assess if my TPI will reflect the Teaching Philosophy that I will be developing later in the PIDP 3260 course.
Pratt, Daniel D. and Collins, John B. (2000). “The Teaching Perspectives Inventory (TPI),” Adult Education Research Conference. Retrieved from: http://newprairiepress.org/cgi/viewcontent.cgi?article=2207&context=aerc
Pratt, Daniel D. and Collins, John B. (2014). Reflecting on your results. In TPI Teaching Perspectives Inventory. Retrieved from: http://www.teachingperspectives.com/tpi/
Pratt, Daniel D. and Collins, John B. (2014). TPI Teaching Perspectives Inventory. Retrieved from: http://www.teachingperspectives.com/tpi/
Pratt, Daniel D. and Collins, John B. (n.d) Teaching Perspectives Inventory (Power point slides). Retrieved from: http://bus.emory.edu/scrosso/Talks/AAA%20Regionals%20Teaching%20Perspective%20Inventory.pdf