Based on my charts, reflecting on the totals: my scores for apprenticeships and development are the highest, and social reform is the lowest. I was pleasantly surprised by the results because the icon was such a visual reflection of what I really think. In teaching, although I think that education can influence social reform in a maths classroom I would be more interested in focusing on the development of each individual and their learning outcomes. I was also pleasantly surprised that the results for all 3 domains showed that the action values were higher than my beliefs and intentions. As well as the fact that they were all within 2 points of each other. My beliefs, intentions, and actions were almost all in agreement. And I am a "doer". I want to be a person whose knowledge and action are one, so I'm happy to show that. But I think I can incorporate social change in the maths classroom. In my previous experience of my practicum, my SA was a teacher who did this, using the first five minutes of his maths class to share some social phenomenon or news to talk to his students about what he knew. I feel like I can incorporate this in my future classrooms to the extent that I am able.
The TPI results gave the new teachers an opportunity to analyze and visualize themselves and to learn about themselves from various aspects, allowing them to reflect on their own ideas which I think was a novel experience for me.
Hi Chernie, thank you for your insightful reflection on your TPI results. It's great to see that your scores for apprenticeships and development are the highest, reflecting your strong inclination towards fostering individual growth and learning outcomes. Your willingness to incorporate social change in the math classroom, drawing from your experience with a teacher who successfully did so during your practicum, is a great step towards creating a well-rounded learning experience for your future students. Keep up the great work!
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