Primary School Teachers' Knowledge, Attitude and Practice of Differentiated Instruction: The Case of In-Service Teacher-Trainees of Debre Markos College of Teacher Education, West Gojjam Zone, Amhara Region, Ethiopia

Autor/in	Mengistie, Solomon Melesse
Titel	Primary School Teachers' Knowledge, Attitude and Practice of Differentiated Instruction: The Case of In-Service Teacher-Trainees of Debre Markos College of Teacher Education, West Gojjam Zone, Amhara Region, Ethiopia
Quelle	In: International Journal of Curriculum and Instruction, 12 (2020) 1, S.98-114 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Foreign Countries; Elementary School Teachers; Pedagogical Content Knowledge; Teacher Attitudes; Individualized Instruction; Inservice Teacher Education; Trainees; Knowledge Level; Ability Grouping; Program Implementation; Educational Strategies; Large Group Instruction; Class Size; Faculty Workload; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrerverhalten; Individualisierender Unterricht; Lehrerfortbildung; Auszubildender; Weibliche Auszubildende; Wissensbasis; Homogene Gruppierung; Niveaugruppierung; Streaming; Lehrstrategie; Klassengröße; Äthiopien
Abstract	This study explored primary school teachers' knowledge, attitude and practice of differentiated instruction. The target population of this study was primary school (Grades 1-4) teachers of the Amhara Region who were attending summer in-service diploma level training at Debre Markos College of Teacher Education in 2017 academic year. To this end, questionnaire and FGD were used as data collection instruments. The findings of the study revealed that there was a general level of understanding of differentiated instruction among primary school teachers. Though there was a seemingly adequate level of understanding of differentiated instruction by primary school teachers regarding the ways to support each group of students (i.e., fast learners, medium learners, and slow learners), teachers lacked knowledge of specific strategies to manage mixed ability classrooms in a way that engages each group of students during classroom hours simultaneously. The findings also indicated that there was a lower degree of implementation of differentiated instruction as compared to their level of understanding. It was also found that differentiation of content was the lowest practiced area. The data revealed that teachers were not regularly differentiating instruction in their classrooms due to lack of knowledge of specific strategies, the time constraints to prepare differentiated instructional lessons, and lack of relevant resources. Some teachers mentioned that large class size also obstructed their attempt of implementing differentiated instruction. They also do not usually have adequate opportunities to plan ahead and reflect on their work due to extremely high work load. To alleviate these problems, the researcher has forwarded relevant recommendations in the paper. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01