Tag Archives: Theory

Teaching Perspectives Inventory

Today I started PIDP 3260 Professional Practice at the Broadway campus. My instructor is Joanne Reid who was my instructor for the first course I took in the program, PIDP 3100 Foundations of Adult Education which I took on line. It was nice that she remembered me and the fact that this is my last course before the Capstone it has a nice circular rhythm to it. As part of our homework we had to take the Teaching Perspectives Inventory.  Here are my results and my reflections.

Reflections on my Teaching Perspectives Inventory Results

I learned that taking the Teaching Perspectives Inventory Results should be done by carefully constructing and reflecting on the specific group of learners that you create before taking the questionnaire otherwise you will get a fairly flat profile with a fairly low score out of 45. This I discovered after taking the test the first time without reading the instructions. Upon taking it and focusing on my class of 10-19 students taking my steel fabrication or shipbuilding course I got the following results:

TPI

As much as I believe in the need for social change and reform, and love the work of Friere and Ivan Illyich it is not what I would be doing in my class.

I am glad to see that Nurturing is above the mean as I through my experience mentoring apprentices in the workplace that apprentices learn best when you point out their mistakes in a respectful manner and come up with solutions rather than rancour. Yelling at someone and mocking them for their mistakes might make you feel bigger and feed your ego but it doesn’t contribute to good learning.

Transmission is also above the mean as “Teachers primary responsibilities is to represent the content accurately and efficiently.” To be a good journeyperson means mastering the skill sets and obtaining the knowledge that comes with being a master of the trade. I want to push my students to strive to be the best they can be and constantly strive to improve their skills and knowledge. I have seen how depressing it is when you view your trade as merely a job and a paycheque.

Not surprisingly Apprenticeship scored highest. I believe that in order to be good instructor one has to have been a good tradesperson. If not your students will soon question your authenticity because of your lack of congruence. The people I had the least respect at work are those that have that “do as I say not as I do” attitude. A trades instructor must be the model of what a good tradesperson should be after all the apprentices would worked with a variety of journeypeople have seen a variety of approaches to the trade, not all of them appropriate.

What the TPI does is give you an insight into the lens that you view your teaching. One thing I was happy to see in my results was that my intentions and actions matched if not exceeded my beliefs. Hopefully this means that I will truly develop a teaching practice that I can be proud of because it matches and is true to my core beliefs.

Reports and Statistics

A collection of reports and statistics relating to adult education, apprenticeship training and other related subjects.

 Louise Desjardins (2008).  A Glance at the Participation of Adult Workers in Formal, Job-related Training Activities or Education in 2008.  Statistics Canada

Council of Ministers of Education Canada (2012).  Adult
Learning and Education: Canada progress report for
the UNESCO Global Report on Adult Learning and Education
(GRALE) and the end of the United Nations Literacy
Decade.

Statistics Canada (2012).  Problem-solving Skills and Labour Market Outcomes – Results from the Latest Adult Literacy and Life Skills Survey .

McMullen, Kathryn Statscan (2008).  Recent trends in adult education and training in Canada.

Skof, Karl (2010).  Trends in the Trades: Registered Apprenticeship Registrations, Completions and Certification, 1991 to 2007.

Zarifis, George K.  (2008).  VET trainers in public and private training institutions.

Papers- Education Theory

Education Theory

English, L. M. (2000) . Spiritual Dimensions of Informal Learning. In Addressing the Spiritual Dimensions of Adult Learning: What Educators Can Do. New Directions for Adult and Continuing Education , (5) , 29-38. San Francisco: Jossey-Bass.

English, L. M. & Mayo, P. (2012). Adult Education and the State: Gramsci, the historical materialist tradition and relevant others. European Journal for Research on the Education and Learning of Adults. 3(1). 11-27.

Fenwick, T. (2008) . Workplace Learning: Emerging Trends and New Perspectives. New Directions For Adult and Continuing Education, no. 119. DOI: 10.1002/ace.302

Hamilton, B. A., & Scandura, T. A. (2003).  E-Mentoring: Implications for Organizational Learning and Development in a Wired World. Organizational Dynamics31(4), 388-402

Kim, K. & Bonk, C. J. (2006). The Future of Online Teaching and Learning in Higher Education: The Survey Says… . Educause Quarterly, No. 4.

Mezirow, J. (1990) . Conclusion: Toward Transformative Learning and Emancipatory Education . In Fostering Critical Reflection in Adulthood, by J. Mezirow and Associates, pp. 354-376. San Francisco: Jossey-Bass.

Newman, M. , (2010).  Calling Transformative Learning Into Question: Some Mutinous Thoughts.  Adult Education Quarterly 2012. 62 (36).  DOI: 10.1177/0741713610392768