The Teaching Perspectives Inventory at 10 Years and 100,000 Respondents: Reliability and Validity of a Teacher Self-Report Inventory

Autor/inn/en	Collins, John B.; Pratt, Daniel D.
Titel	The Teaching Perspectives Inventory at 10 Years and 100,000 Respondents: Reliability and Validity of a Teacher Self-Report Inventory
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 61 (2011) 4, S.358-375 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713610392763
Schlagwörter	Validity; Teacher Attitudes; Reliability; Teaching (Occupation); Educational Philosophy; Reflection; Measures (Individuals); Faculty Development; Teaching Styles; Foreign Countries; Adult Education; Adult Educators; Teacher Surveys + Suchen Sie Ihr Suchwort? Gültigkeit; Lehrerverhalten; Reliabilität; Teaching; Lehrberuf; Bildungsphilosophie; Erziehungsphilosophie; Messdaten; Lehrstil; Unterrichtsstil; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	The Teaching Perspectives Inventory (TPI) measures teachers' profiles on five contrasting views of what it means "to teach." The inventory can be used in aiding self-reflection, developing statements of teaching philosophy, engendering conversations about teaching, and recognizing legitimate variations on excellence in teaching. Available at www.TeachingPerspectives.com, the TPI is a free, self-report, self-scoring inventory that promotes a pluralistic understanding of teaching and equips respondents with a more explicit vocabulary for reflecting on their own teaching and that of others. Ten years of accumulated responses for more than 100,000 respondents in more than 100 countries has provided a rich data bank for analysis of the instrument's reliability, validity, and utility in promoting conversations about teaching that are respectful of disciplinary and professional signature pedagogies as well as cultural and social variations on how teaching is understood and valued. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10