Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation

Autor/inn/en	Santangelo, Tanya; Tomlinson, Carol Ann
Titel	Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation
Quelle	In: Action in Teacher Education, 34 (2012) 4, S.309-327 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.717032
Schlagwörter	Individualized Instruction; Teacher Attitudes; Teacher Educators; Teacher Surveys; Questionnaires; Response Rates (Questionnaires); Theory Practice Relationship; Models; Preservice Teachers; Student Needs; Student Diversity; Teacher Education; Student Characteristics; Student Interests; Cognitive Style; Learning Processes; Educational Environment; Measures (Individuals); Course Content + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fragebogen; Antwortkontrolle; Theorie-Praxis-Beziehung; Analogiemodell; Studieninteresse; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messdaten; Kursprogramm
Abstract	Using a cross-sectional survey design, this study was conducted to explore teacher educators' perceptions and use of differentiated instruction practices. Data were collected using an original questionnaire that was designed to reflect Tomlinson's model of differentiation. Although the results suggest some congruence between teacher educators' beliefs and practices and Tomlinson's model, there was little indication that teacher educators implement a comprehensive model of differentiation. This finding is consistent with previous research documenting that teacher educators have yet to fully recognize or realize the benefits associated with modeling. It also raises concerns about whether teacher educators are adequately responsive to candidates' varied needs and are effectively preparing candidates for teaching in classrooms with increasingly diverse and complex student populations. Recommendations for practice and future research are offered. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10