Differentiating instruction: Understanding the key elements for successful teacher preparation and development

Langelaan, Berber N.; Gaikhorst, Lisa; Smets, Wouter; Oostdam, Ron J.

doi:10.1016/j.tate.2023.104464

Cited by 3 publications

(1 citation statement)

References 72 publications

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“…DI initially focused on teaching gifted students, then this focus expanded into a series of teaching practices targeted at inclusive education classrooms and further developed into a primary teaching approach to fulfill the needs of all learners in regular classrooms (Langelaan et al, 2024). The definition of DI is still ambiguous but has the same meaning about the differences in the character of each student (Graham et al, 2021;Jager et al, 2022;Zerai et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Bibliometric Analysis of Research Developments on Differentiated Instruction

Utami,

Sujarwo,

Fauziyah

et al. 2024

EUROPEAN J ED RES

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<p style="text-align:justify">This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters.</p>

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Section: Literature Reviewmentioning

confidence: 99%

Bibliometric Analysis of Research Developments on Differentiated Instruction

Utami,

Sujarwo,

Fauziyah

et al. 2024

EUROPEAN J ED RES

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The Future of Teacher Professional Development and Microlearning

Kohnke

2024

SpringerBriefs in Education

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Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan

Wang,

Yonezawa,

Yamasaki

et al. 2024

Front. Educ.

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With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers’ teaching performance during student teaching and their professional development in the early stage. This study adopted a quantitative research method to examine the changes in the self-efficacy and pedagogical beliefs of preservice teachers after student teaching during the initial teacher education stage in the Japanese context and how preservice teachers’ self-efficacy and pedagogical beliefs changed during the COVID-19 pandemic. A sample of 133 preservice primary teachers in a university in Western Japan was recruited in this study. Two structured surveys were used to collect the data, and factor analyses and paired t-tests were fitted. This study verified the validity and internal consistency of two surveys in the Japanese context. The results showed that the Japanese preservice teachers’ self-efficacy made a steeper change after student teaching. Their pedagogical beliefs increased significantly, however, yielded a small effect. The results suggested that student teaching is an essential source of influence on preservice teachers’ self-efficacy and pedagogical beliefs. This study contributes to the meaningful application of theories developed in the West to Japan by highlighting the Japanese educational context. This study provides implications for effectively reinforcing preservice teachers’ self-efficacy and pedagogical beliefs through developing deeper reflection skills, thus supporting them to overcome various challenges in their future teaching careers.

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Differentiating instruction: Understanding the key elements for successful teacher preparation and development

Cited by 3 publications

References 72 publications

Bibliometric Analysis of Research Developments on Differentiated Instruction

Bibliometric Analysis of Research Developments on Differentiated Instruction

The Future of Teacher Professional Development and Microlearning

Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan

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