Differentiated Instruction: The Diversity of Teachers' Philosophy and Praxis to Adapt Teaching to Students' Interests, Readiness and Learning Profiles

Autor/inn/en	Gheyssens, Esther; Coubergs, Catherine; Griful-Freixenet, Júlia; Engels, Nadine; Struyven, Katrien
Titel	Differentiated Instruction: The Diversity of Teachers' Philosophy and Praxis to Adapt Teaching to Students' Interests, Readiness and Learning Profiles
Quelle	In: International Journal of Inclusive Education, 26 (2022) 14, S.1383-1400 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gheyssens, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1812739
Schlagwörter	Individualized Instruction; Teacher Attitudes; Praxis; Student Centered Learning; Student Interests; Learning Readiness; Profiles; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studieninteresse; Lernbereitschaft; Charakterisierung; Profilanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Belgien
Abstract	Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers' philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students' differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers' philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01