Responding to Students' Learning Needs: How Secondary Education Teachers Learn to Implement Differentiated Instruction

Autor/inn/en	Smets, Wouter; De Neve, Debbie; Struyven, Katrien
Titel	Responding to Students' Learning Needs: How Secondary Education Teachers Learn to Implement Differentiated Instruction
Quelle	In: Educational Action Research, 30 (2022) 2, S.243-260 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Struyven, Katrien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1848604
Schlagwörter	Secondary School Teachers; Individualized Instruction; Student Needs; Instructional Design; Individual Differences; Needs Assessment; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Individueller Unterschied; Bedarfsermittlung; Ausland; Belgien
Abstract	As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students' needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers' professional development. Three teams of secondary education teachers were trained and coached to implement differentiated instruction in their classrooms. They planned their instructional design collaboratively to align with the contextuality of their school and while implementing the planned instructional design, they responded to students with diverse readiness levels or learning profiles. Teachers' implementation of differentiated instruction was observed and interpreted using an action research methodology. Results show that teachers struggled in assessing students' differences. Moreover, teachers' responsivity appeared to be determined not only by cognitive traits but also by other types of individual differences. Implications for theory and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01