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Title: | A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach? | Authors: | Smets, Wouter STRUYVEN, Katrien |
Editors: | Zhang, Lawrence Jun | Issue Date: | 2020 | Publisher: | TAYLOR & FRANCIS AS | Source: | Cogent education, 7 (1) (Art N° 1742273) | Abstract: | This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made professional development program. Second an implementing period followed in which the participants worked collaboratively in teacher teams and were coached while implementing differentiated instruction. Field notes and interview transcripts (n = 20) with participants were collected. These were analysed thematically. Results show that teachers succeeded in implementing a range of strategies associated with differentiated instruction. In particularly they use cooperative learning strategies to accommodate heterogeneity. However, as the instructional design was not organized responsively this did not result in a practice of responsive teaching. In this study, the implementation of differentiated instruction is shown to be a complex type of educational change. We propose to conceptualize the practice of differentiated instruction as a teachers' competence with higher and lower achievement level. | Keywords: | differentiated instruction;in-service teachers' professional development;teacher teams;educational change | Document URI: | http://hdl.handle.net/1942/32674 | ISSN: | 2331-186X | e-ISSN: | 2331-186X | DOI: | 10.1080/2331186X.2020.1742273 | ISI #: | WOS:000526441700001 | Rights: | 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. You are free to: Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictions You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. | Category: | A1 | Type: | Journal Contribution | Validations: | vabb 2022 |
Appears in Collections: | Research publications |
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2331186X.2020.1742273.pdf | Published version | 1.07 MB | Adobe PDF | View/Open |
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