The Meanings of Differentiated Instruction in the Narratives of Eritrean Teachers

Autor/inn/en	Zerai, Desalegn; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Vehkakoski, Tanja
Titel	The Meanings of Differentiated Instruction in the Narratives of Eritrean Teachers
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 3, S.419-437 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eskelä-Haapanen, Sirpa) ORCID (Vehkakoski, Tanja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1914712
Schlagwörter	Foreign Countries; Individualized Instruction; Student Diversity; Mathematics Teachers; Science Teachers; Teacher Attitudes; Caring; Teaching Methods; Reflection; Failure; Elementary School Teachers; Middle School Teachers; Eritrea + Suchen Sie Ihr Suchwort? Ausland; Individualisierender Unterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers' positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01