ERIC Number: EJ1428772
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: EISSN-1360-0540
Promises and Challenges of Differentiated Instruction as Pre-Service Teachers Learn to Address Pupil Diversity
Jana Obrovská; Petr Svojanovský; Jana Kratochvílová; Katerina Lojdová; František Tuma; Katerina Vlcková
Journal of Education for Teaching: International Research and Pedagogy, v50 n3 p403-420 2024
This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation's focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their practicum PSTs succeed in taking the needs of certain groups of pupils into account in the classroom. However, PSTs take the needs of pupils into account unevenly and tend to homogenise their teaching on their practicum, to which the university curriculum also contributes by not being sufficiently experience-based and not providing a systematic framework for addressing the needs of all pupils in the classroom.
Descriptors: Individualized Instruction, Student Diversity, Preservice Teacher Education, Preservice Teachers, Practicums, Secondary Schools, Student Needs, Foreign Countries, College Faculty, Teacher Role
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic
Grant or Contract Numbers: N/A