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Publicação
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
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Orientador(es)
Resumo(s)
This study analyses teacher perceived difficulty in implementing
differentiated instructional strategies in regular classes. The participants
were 273 Portuguese primary school teachers with teaching experience
ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate
teacher perceived difficulty in relation to different instructional strategies.
Teacher responses were factor analysed and five different domains were
identified: (1) activities and materials; (2) assessment; (3) management;
(4) planning and preparation; and (5) classroom environment. Results
showed that with the exception of the classroom environment domain,
all the instruction practices in the remaining domains were considered to
be difficult. In particular, the most difficult practices were under the
domain of activities and materials and were associated with the
adaptation of curricular elements (content, process, and product) based
on student characteristics (readiness, interest, and learning profiles). The
results also revealed a strong association between the activities and
materials domain and the assessment domain. Some implications of
these findings for initial teacher training and teacher professional
development programmes are discussed.
Descrição
Palavras-chave
Inclusive education Differentiated instruction Primary school Pedagogical practices
Contexto Educativo
Citação
International Journal of Inclusive Education, 1-13. doi: 10.1080/13603116.2016.1223180