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We also investigated whether participants who
shared a dominant perspective with the teacher
under observation would rate them as more
effective than when their dominant perspectives
were mis-matched. Following the TPI workshop
and the second viewing of the scenarios participants
were invited to speculate on the perceived dominant
perspective of each scenario’s teacher. Since we
knew the dominant perspective of each of the
participants we could therefore separate the participants
into two groups, (1) those that shared a
perceived dominant perspective (e.g. participant’s
dominant perspective was Apprenticeship and
Teacher was perceived to be Apprenticeship) and
(2) those who did not (e.g. participant’s dominant
perspective was Nurturing and Teacher was perceived
to be Transmission). We found a pattern
congruent with the data reported above; where
participants who did not share a perceived perspecti

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