Universidad Tecnolgica de El Salvador

Topic: TPI TEST RESULTS

Professors name: Lic. Martn Ulises paricio Morata!a

Mod"le: Management of t#e tec#nolog! reso"rces for TE$L.

St"dents names: Estrada %on! Eli&a'et#

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TPI TEST RESULTS

Date: 22-Feb-14 Group of Learners reporting on: General Public Learning about: intermediate English Learning setting: Online !orrespondence" !orrespondence courses #ransmission #otal: $#r% && ' ( 12) * ( +) , ( 1& ,pprenticeship #otal: $,p% &' ( 12) * ( 1&) , ( 12 De.elopmental #otal: $D.% &/ ' ( 0) * ( 12) , ( 1& 1urturing #otal: $1u% && ' ( 12) * ( 1&) , ( + 2ocial 3eform #otal: $23% &/ ' ( 4) * ( 11) , ( 1/ -----------------------------------------------------------'eliefs total: $'% 0/ *ntentions total: $*% 0,ction total: $,% 05 -----------------------------------------------------------Overall Total: (T) 163

Introduction

#eaching Perspecti.es *n.entor6 gi.es the refle7ion about our beliefs in learning 8no9ledge and the role of teachers" also gi.es information about 9hat are the basis that teachers has in the learning process to e.aluate students: '6 doing the #P* #est 9e reali;e 9hat is the importance in order to 8no9 9hat is the main perspecti.e that 9e ha.e of the fi.e perspecti.es that test presents 9hich are: transmission" apprenticeship" and de.elopmental" nurturing" and social reform" it is important because in that 9a6 9e 8no9 9hat is the dominant perspecti.e that 9e ha.e" and *dentif6 9hat is the function that each of them has in the classroom: #P* test has been created to 8no9 the beliefs of teachers to ha.e an idea ho9 9ill be the beha.ior in the classroom 9ith the students in the teaching learning process:

The TPI result and the description o !our teachin" perspective #he anal6sis of results obtained on the #P*: #eaching Perspecti.es *n.entor6 sho9s that the perspecti.e that has highest score and the one that predominate is ,pprenticeship 9hich means that teachers ha.e the good s8ills about 9hat the6 do" 9ith a #otal of &- points" and bet9een them e7ist a consistenc6 bet9een beliefs and actions 9ith 12 points each one" the consistenc6 is bet9een 9hat is thin8ing and actions 9e ha.e " and there are inconsistenc6 9ith the *ntentions that 9as a total of 1& points 9hich means that intentions are stronger than actions and beliefs:

On the other hand the de.elopmental in 9hich Good teachers must understand ho9 their learners thin8 and reason about the content and social reform perspecti.es 9hich is the one for Effecti.e teaching that see8s to change societ6 in substanti.e" are the ones 9ith lo9est scores 9ith a total of &/ points each one) in the de.elopmental here 9e ha.e a consistenc6 of 1& points about actions and *ntention 9ith 12" been inconsistenc6 'eliefs 9ith 0 points: 2ocial reform 9e ha.e a close consistenc6 bet9een *ntentions and actions" *ntentions 9e ha.e 11 points and actions 1/ points" ma8ing beliefs the lo9est 9ith 4 points" 9hich means that e.en * thin8 that something is good for students * ta8e into consideration as primar6 point the intentions and actions * found also that the results about ,pprenticeship perspecti.es 9ere the ones 9ith highest scores and also the ones that 9ere abo.e the a.erage 9ith &-

points and the one for transmission and nurturing 9ere belo9 of the a.erage 9ith && points each one: *n the transmission perspecti.es 9e did not achie.e an6 consistenc6 bet9een the elements 9e" 9e got 'eliefs 12" intentions +" and actions 1&" besides that it is consider that e7ist accurac6 and efficienc6 about 9hat has been gi.en to the students and that content is 9ell organi;ed: 1urturing perspecti.es * got && points and there is no consistenc6 bet9een elements that integrate it" 'eliefs 9e ha.e 12 points" *ntentions 1& points and actions + points: #hat<s 9h6 it is so important 9h6 teachers ha.e to moti.ate and encourage students in order to let them 8no9 that the6 are not alone in the learning process:

#onclusion:

$rite !our opinion a%out the perspective& the result& and the use ulness o the in or'ation that !ou o%tained( =ell" according 9ith the results * obtained from this test it seems that m6 strong part is apprenticeship" 9hich is the abilit6 to use s8ills efficientl6 at 9or8 sites or in classroom and about 9hat e teach" and * need to 9or8 more on the lo9est ones that 9ere de.elopmental" and social reform perspecti.es:

)o !ou a"ree *ith the result+ >es" because * consider that * 8no9 m6 teaching s8ills and also ho9 much * 8no9 in order to pro.ide m6 8no9ledge to the students" according to apprenticeship perspecti.e" as 9ell * 8no9 that * need to 9or8 more on the lo9est * got 9hich are de.elopmental" and social reform perspecti.es" because Good teacher is the one that must understand and ta8e into consideration the student?s opinion and 9hat the6 thin8 about the contest *<m teaching"

,o* could this in or'ation a%out !our teachin" perspective %e used+ '6 using 9hat * thin8 is good and" tries to impro.e m6 9ea8nesses about 9hat * see on the results o the #P* test: