The document summarizes the results of a Teacher's Perspective Inventory (TPI) completed by Luis Cortez. The TPI assessed his beliefs, intentions, and actions across five teaching perspectives. Cortez's dominant perspective was Apprenticeship, meaning he focuses on modeling expertise for students. His recessive perspective was Social Reform, indicating he may be less focused on using teaching to enact social change. In conclusion, Cortez agrees the results accurately capture his student-centered approach that emphasizes behavior, collaboration, and empowering students through critical thinking.

1. UNIVERSIDAD TECNOLOGICA DE ELSALVADOR <br />Luis Guillermo Cortez Guevara: 3115092006<br />English major student<br />Modulo: management of technological resources for the teaching and administration of the English language (part III)<br />Activity: teacher’s perspective inventory<br />Year: 2011<br />Introduction<br />The purpose of the report is to show what i our own teacher`s profile. What are our believes, what are we trying to accomplish with our students, and what are we lacking in order to improve in our educational settings.<br />TPI is a tool that can help you collect your thoughts and summarize your ideas about teaching. It can be useful in examining your own teaching as well as helping clarify the teaching views of other people.<br />It is important to know what is your teacher`s profile so that way we have an idea of what are we doing ringht or wrong.<br />LUIS CORTEZ TPI scores:<br />Transmission total: (Tr) 39.00<br /> B=14; I=11; A=14<br />Apprenticeship total: (Ap) 43.00<br /> B=13; I=15; A=15<br />Developmental total: (Dv) 37.00<br /> B=11; I=13; A=13<br />Nurturance total: (Nu) 41.00<br /> B=12; I=14; A=15<br />Social Reform total: (SR) 35.00<br /> B=12; I=10; A=13<br />Beliefs total: (B) 62.00<br />Intention total: (I) 63.00<br />Action total: (A) 70.00<br />Mean: (M) 39.00<br />Standard Deviation: (SD) 2.83<br />HiT: (HiT) 42.00<br />LoT: (LoT) 36.00<br />Overall Total: (T) 195.00<br />Luis TPI description<br />As i was analyzing my results i showed that my dominant perspective is the apprenticeship meaning that the good teachers are highly skilled practitioners of what they teach. Whether in classrooms or at work sites, they are recognized for their expertise.<br />This kind of teachers are the one who mainly based their teaching styles in socializing, good behavior, norms and ways of working including all student taking into account their points of view.<br />On the other hand my recessive perspective was the social reform which meas that i am kind of good working in teams rather than individually this kind of perspective is the one base on the idea that Class discussion is focused less on how knowledge has been created, and more by whom and for what purposes.<br />CONCLUSION<br />As a conclusion I can say that my teacher’s perspective is the one classified as the teacher who cares about student’s behavior, the way they think and the way they are going to learn working in teams.<br />It also says, that Students are encouraged to take critical stances to give them power to take social action to improve their own lives and the lives of others.<br />I agree with the results because in a way it describe the way i am by saying that i try to include others as well as take care of their own learning and behavior.<br />Teaching Perspectives Profile: IndividualRespondent: LUIS CORTEZTPI ID Number: 110819182258TransmissionApprenticeshipDevelopmentalNurturingSocial ReformTr: 39Ap: 43Dv: 37Nu: 41SR: 35B:14, I:11, A:14B:13, I:15, A:15B:11, I:13, A:13B:12, I:14, A:15B:12, I:10, A:134545454545444444444443• 43 •434343Your scores at or above this line (42) are your DOMINANT perspective(s).42• 42 •42424241• 41 •41• 41 •4140• 40 •40• 40 •40• 39 •• 39 •39• 39 •39• 38 •• 38 •38• 38 •38• 37 •• 37 •• 37 •• 37 •37• 36 •• 36 •• 36 •• 36 •36Your scores at or below this line (36) are your RECESSIVE perspective(s).• 35 •• 35 •• 35 •• 35 •• 35 •• 34 •• 34 •• 34 •• 34 •• 34 •• 33 •• 33 •• 33 •• 33 •• 33 •• 32 •• 32 •• 32 •• 32 •• 32 •• 31 •• 31 •• 31 •• 31 •• 31 •• 30 •• 30 •• 30 •• 30 •• 30 •• 29 •• 29 •• 29 •• 29 •• 29 •• 28 •• 28 •• 28 •• 28 •• 28 •• 27 •• 27 •• 27 •• 27 •• 27 •• 26 •• 26 •• 26 •• 26 •• 26 •• 25 •• 25 •• 25 •• 25 •• 25 •• 24 •• 24 •• 24 •• 24 •• 24 •• 23 •• 23 •• 23 •• 23 •• 23 •• 22 •• 22 •• 22 •• 22 •• 22 •• 21 •• 21 •• 21 •• 21 •• 21 •• 20 •• 20 •• 20 •• 20 •• 20 •• 19 •• 19 •• 19 •• 19 •• 19 •• 18 •• 18 •• 18 •• 18 •• 18 •• 17 •• 17 •• 17 •• 17 •• 17 •• 16 •• 16 •• 16 •• 16 •• 16 •• 15 •• 15 •• 15 •• 15 •• 15 •• 14 •• 14 •• 14 •• 14 •• 14 •• 13 •• 13 •• 13 •• 13 •• 13 •• 12 •• 12 •• 12 •• 12 •• 12 •• 11 •• 11 •• 11 •• 11 •• 11 •• 10 •• 10 •• 10 •• 10 •• 10 •• 9 •• 9 •• 9 •• 9 •• 9 •TransmissionApprenticeshipDevelopmentalNurturingSocial Reform<br />