Respondent Information
First Name
 Last Name
Your E-Mail Address

Several groups use the TPI to survey their personnel. You may be a member of one of those groups. Please read the following list carefully. If you are a member of one of those groups, check the appropriate button. If you are certain that you are NOT affiliated with any of those groups, check the final button at the end of the list that reads, "No, I am not a member of any of these groups." You must check the correct button before proceeding to answer the TPI questions.

SoTL - Multinational Teaching Fellows
UNAP-TDI - Universidad Arturo Prat
U21 U21 - Global
PSU-JFDPJunior Faculty Development Program
UTEC - UTHSCSA: San Antonio
CSMLS - CSMLS Forum; Hamilton ON
DUC - Deakin / Calgary Universities (On-line & F2F Study)
OT-ENS - OT Educators' National Survey
SEA - Society for Education in Anesthesia
CALT - Canadian Assoc. of Law Teachers
UBC - CIS Computer Integration Study - UBC
PAS - ESP - Pediatric Academic Societies - Educational Scholars Program
NMU-T - NMU Supervising Teachers
NMU-S - NMU Student Teachers
PSU - Pediatrics Department, Hershey Medical Center
RP - Republic Polytechnic, Singapore
VCHA - Vancouver Coastal Health: Educators' Workshop
WUN - Worldwide Universities Network US/UK
UBC - Certificate in Practice Education in Health Services
U of T - Toronto Teaching Scholars Program
U of O - University of Ottawa ABE Instructor Study
LSU- Louisiana State University Faculty
UCLA-VA - PM&R Residency Program Faculty
USQ - University of Southern Queensland
APMEC - 2nd Asia Pacific Medical Education Conference
MSU - Michigan Interns Team 2
MSU - Michigan TE-150
MSU - Michigan TE-807
MSU - Michigan Faculty-Teacher Ed
UC Davis - Teaching Scholars Program
PANKEY - Pankey Institute Dental Faculty
Duke - Graduate School Pathways
Korean - Instructors and Educators
UUI - Kennslufraedi HI (University of Iceland)
UBC - UBC Teacher Education Longitudinal Study
BCIT - British Columbia Institute of Technology
PIDP - Provincial Instructor Diploma Program (VCC)
ITESM - Instituto Tecnológico y de Estudios Superiores de Monterrey
JIBC - Justice Institute of British Columbia
AAOS - American Academy of Orthopaedic Surgeons
RRU - Royal Roads University
UBC Adult Education Courses
UBC - Faculty SoTL Leadership Program
UTAS - University of Tasmania
 
No, I am not a member of any of these groups.
 
Taking the Teaching Perspectives Inventory ...

This inventory will help you identify your perspectives on teaching. As you consider the following statements, think of specific content and learners. If you are not primarily a teacher or instructor, think of a situation in which you usually have some educational responsibility.

NOTE: Because these statements represent contrasting views of teaching and learning, you will agree with some, but not all, of the statements below. Try to discriminate between statements that do and do not represent your views.

 
Different Educational BELIEFS:
What do you believe about instructing or teaching?

For each statement, select the response that best represents your Agreement or Disagreement.

Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree
 
SD
D
N
A
SA
1. Learning is enhanced by having predetermined objectives. SD
 D
 N
 A
 SA
2. To be an effective teacher, one must be an effective practitioner. SD
 D
 N
 A
 SA
3. Most of all, learning depends on what one already knows. SD
 D
 N
 A
 SA
4. It's important that I acknowledge learners' emotional reactions. SD
 D
 N
 A
 SA
5. My teaching focuses on societal change, not the individual learner. SD
 D
 N
 A
 SA
6. Teachers should be virtuoso performers of their subject matter. SD
 D
 N
 A
 SA
7. The best learning comes from working alongside good practitioners. SD
 D
 N
 A
 SA
8. Teaching should focus on developing qualitative changes in thinking. SD
 D
 N
 A
 SA
9. In my teaching, building self-confidence in learners is a priority. SD
 D
 N
 A
 SA
10. Individual learning without social change is not enough. SD
 D
 N
 A
 SA
11. Effective teachers must first be experts in their own subject areas. SD
 D
 N
 A
 SA
12. Knowledge and its application cannot be separated. SD
 D
 N
 A
 SA
13. Teaching should build upon what people already know. SD
 D
 N
 A
 SA
14. In learning, people's effort should be rewarded as much as achievement. SD
 D
 N
 A
 SA
15. For me, teaching is a moral act as much as an intellectual activity. SD
 D
 N
 A
 SA

 
Different Educational INTENTIONS:
What do you try to accomplish in your instruction or teaching?

For each statement, select the response that best represents how OFTEN it represents your educational intention.

Never | Rarely | Sometimes | Usually | Always
 
N
R
S
U
A
16. My intent is to prepare people for examinations. N
 R
 S
 U
 A
17. My intent is to demonstrate how to perform or work in real situations. N
 R
 S
 U
 A
18. My intent is to help people develop more complex ways of reasoning. N
 R
 S
 U
 A
19. My intent is to build people's self-confidence and self-esteem as learners. N
 R
 S
 U
 A
20. My intent is to challenge people to seriously reconsider their values. N
 R
 S
 U
 A
21. I expect people to master a lot of information related to the subject. N
 R
 S
 U
 A
22. I expect people to know how to apply the subject matter in real settings. N
 R
 S
 U
 A
23. I expect people to develop new ways of reasoning about the subject matter. N
 R
 S
 U
 A
24. I expect people to enhance their self-esteem through my teaching. N
 R
 S
 U
 A
25. I expect people to be committed to changing our society. N
 R
 S
 U
 A
26. I want people to score well on examinations as a result of my teaching. N
 R
 S
 U
 A
27. I want people to understand the realities of working in the real world. N
 R
 S
 U
 A
28. I want people to see how complex and inter-related things really are. N
 R
 S
 U
 A
29. I want to provide a balance between caring and challenging as I teach. N
 R
 S
 U
 A
30. I want to make apparent what people take for granted about society. N
 R
 S
 U
 A

 
Different Educational ACTIONS:
What do you do when instructing or teaching?

For each statement, select the response that best represents how OFTEN you do that action.

Never | Rarely | Sometimes | Usually | Always
 
N
R
S
U
A
31. I cover the required content accurately and in the allotted time. N
 R
 S
 U
 A
32. I link the subject matter with real settings of practice or application. N
 R
 S
 U
 A
33. I ask a lot of questions while teaching. N
 R
 S
 U
 A
34. I find something to compliment in everyone's work or contribution. N
 R
 S
 U
 A
35. I use the subject matter as a way to teach about higher ideals. N
 R
 S
 U
 A
36. My teaching is governed by the course objectives. N
 R
 S
 U
 A
37. I model the skills and methods of good practice. N
 R
 S
 U
 A
38. I challenge familiar ways of understanding the subject matter. N
 R
 S
 U
 A
39. I encourage expressions of feeling and emotion. N
 R
 S
 U
 A
40. I emphasize values more than knowledge in my teaching. N
 R
 S
 U
 A
41. I make it very clear to people what they are to learn. N
 R
 S
 U
 A
42. I see to it that novices learn from more experienced people. N
 R
 S
 U
 A
43. I encourage people to challenge each others' thinking. N
 R
 S
 U
 A
44. I share my own feelings and expect my learners to do the same. N
 R
 S
 U
 A
45. I link instructional goals to necessary changes in society. N
 R
 S
 U
 A

 
BACKGROUND:
A few final questions about you and your educational responsibilities . . .
A. Approximately what percentage of your normal work routine involves instructing others?
 %
B. What is your primary role or function?
   Other
C. With which group is your primary educational responsibility?
   Other
D. What is the name of your organizational or institutional affiliation?
E. In which employment sector do you work?
  Other
F. What has prompted you to take the TPI?
   Other
G. Where are you located?
Country:   Other
Province/State/Region: (required)
City: (required)
H. What is your first language?
   Other
I. What is your highest academic degree?
   Other
J. What was your academic major?
K. Approximately how many years have you been instructing, educating, or teaching?
Years
L. In addition to any teaching, about how many years have you practiced your own specialty? (e.g., Some nursing instructors are also practicing nurses and some law instructors are practicing lawyers.)
 Years
M. What kind of subjects or specialties do you usually teach?
N. Does your teaching lead to any formal credit for your learners?
O. How often or how regularly do you meet with your learners?
P. Select the category that best describes most of your learners?
Q. What is your gender?
 
Submitting your completed TPI questionnaire ...

Before proceeding, please verify that you've answered all the questions and that the e-mail address you included at the top of this form in the Respondent Information box is accurate.

A copy of your TPI scores will be e-mailed to you for your convenience.
 
© 2001 Daniel D. Pratt and John B. Collins