When conducting just over 250 interviews with people who teach adults in a range of contexts and subjects, Daniel Pratt discovered five patterns, which he called perspectives. These patterns refer to different approaches, or perspectives and what ‘good teaching’ looks like within each. These are:
Transmission
Apprenticeship
Developmental
Nurturing
Social Reform
Collins & Pratt (2011) do not believe that one perspective is better than the other. Instead, they state, people tend to have a bias towards one or more, with additional ‘back-ups’, and that “teaching within each perspective can be improved by focusing on findings from research that are consistent with that perspective” (p. 373).
Following on from the emergence of the Five Perspectives, Collins & Pratt created the Teaching Perspectives Inventory (TPI). The TPI is a self-assessment tool that helps educators uncover their perspective(s) with the intent of promoting informed reflection, dialogue and clarification.
So What?
Figure 1 highlighted a bias or preference towards the Nurturing & Development perspectives. Teaching from constructivist and connectivist learning views for many years, this result was predictable. The learning-by-doing Apprenticeship perspective came out as dominant, and my work with trainee teachers over the years could be influenced by this. These sub-dominant perspectives often allow teachers to be flexible and accommodate “changes in content, context and learners” (n.d., The Five Teaching Perspectives). As an EdTech leader, I wonder how, where and why this plays out in my discussions and interactions with others. I also wonder about the perspectives of others, and how this influences their approach when integrating digital technology. To be an effective teacher looks slightly, or significantly different depending upon the perspective that you hold, and the situation required. For example, when conducting CPR training for others, the Transmission perspective where the teacher holds expert knowledge and utilizes credible content, would be the preferable approach.
Figure 1 My TPI Results
Now What?
Having an awareness of our bias, and that of others, we are providing an opportunity for informed conversations about the purpose and impact of digital technologies in improving student learning and well-being.
Massey Course Outcomes
Teaching & Digital Education
1 - Reflect on the central concepts, theories, and current areas of debate in the study of teaching with digital technologies.
Foundations of Digital Education
2 - Critically evaluate links between the theoretical foundations of digital education and situated practice.
Bibliography & References
Collins, J., & Pratt, D. (2011). The teaching perspectives inventory at 10 years and 100,000 respondents: Reliability and validity of a teacher self-report inventory. Adult Education Quarterly, 61(4), 358-375. https://doi.org/10.1177/0741713610392763
Collins, J., & Pratt, D. (n.d.) The Five Teaching Perspectives. Teaching Perspectives Inventory. http://www.teachingperspectives.com/tpi/
Pratt, D., & Associates. (1998). Alternative frames of understanding. In Five Perspectives on teaching in adult and higher education (pp. 33-53). Kreiger.
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