Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Goodnough, Karen

doi:10.1007/s11165-009-9120-6

Cited by 51 publications

(50 citation statements)

References 24 publications

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“…Based on the results of the research (Table 2) in a few surveys (18.75%, N = 3) the conditions and procedures for effective implementation of differentiated instruction are recorded (Goodnough, 2010;Symeonidou & Kyriakides, 2010;Joseph, 2013). More specifically, in these researches careful planning and organization of teaching, knowledge of differentiated instruction, availability of time, flexibility on the part of the teacher, and support from the administration are recorded as basic requirements and procedures for effective implementation of differentiated instruction.…”

Section: Results Of the Researchmentioning

confidence: 99%

The Implementation of the Differentiated Instruction in Higher Education: A Research Review

Δάρρα

Kanellopoulou

2019

IJE

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Meeting the diverse and various needs of learners, who come from different cultural and social environments, imposes changes in a modern education system through the implementation of new teaching approaches and practices, such as differentiated instruction. This literature review examines 16 studies regarding differentiated instruction in higher education which have taken place during the last decade. The results of the research revealed that differentiated instruction contributes to mobilizing preservice teachers, improving their performance and developing positive attitudes and beliefs of trainees and educators in higher education. There is also a need for further research regarding the effectiveness of the implementation of differentiated instruction in higher education, especially in Greece, where no relevant research has been conducted, compared to the international field.

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Section: Results Of the Researchmentioning

confidence: 99%

The Implementation of the Differentiated Instruction in Higher Education: A Research Review

Δάρρα

Kanellopoulou

2019

IJE

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“…They argue that it provides additional knowledge for PSTs enrolled in general education programs because it emphasizes the development of skills required for the successful teaching of students with diverse learning and behavioural needs. Other researchers contend that if PSTs are to be prepared to work with diverse learners, then they need to learn about DI, develop beliefs about it, and have the opportunity to acquire skills using it while in their teacher education programs (Edwards, Carr, & Siegel, 2006;Goodnough, 2010). The PSTs in this particular teacher education program learned about DI and had opportunities to develop skills using it in their practica.…”

Section: Context Of This Studymentioning

confidence: 99%

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

Duquette

Dabrowski²

2016

mje

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The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.L’objectif de ce projet de recherche était d’étudier l’expérience vécue par quatre futurs enseignants en contexte de stage. Ceux-ci ont utilisé une approche basée sur l’expérimentation et la réflexion pour résoudre des problématiques rencontrées lors de la mise en oeuvre de pratiques de différenciation. Pour ce faire, les auteurs ont effectué une analyse inductive des données recueillies lors d’observations en classe et suite à des réflexions individuelles et des discussions réalisées avec un formateur de maîtres. Les résultats démontrent que les futurs enseignants sont en mesure de décrire leur situation et de réfléchir, individuellement ou en mode collaboratif, pour analyser et trouver des solutions aux problèmes liés à l’enseignement, la discipline et l’apprentissage des élèves. Ces résultats approfondissent notre compréhension de la manière dont les formateurs, les mentors et les conseillers pédagogiques peuvent prodiguer un soutien individualisé aux futurs enseignants, facilitant l’expérimentation et la réflexion en cours de stage

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“…From another perspective, the approach of teachers, who were trained with differentiated instruction method, will be different in their professional lives when they encounter different learners. Teacher training institutions should help teachers to gain the necessary knowledge and skills to provide a better education for different learners (Goodnough, 2010). In this regard, it is believed that it is important for teachers to meet differentiated instruction methods.…”

Section: Conclusion and Commentsmentioning

confidence: 99%

Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

Salar¹,

Turgut²

2015

BUEFAD - BUJFED

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The purpose of this study is to determine missing knowledge of pre-service physics teachers related to the subjects of optics, energy, force and motion and try to overcome the imperfect knowledge problem using differentiated instruction. The study was conducted with 26 pre-service physics teachers. Before intervention three different multiple choice tests (pre-tests) was implemented to pre-service physics teachers for determine their missing knowledge. After this determination, one of the researchers lectured pre-service physics teachers during eight weeks using differentiated instruction. Two weeks after instruction multiple choice tests was implemented again as post-tests. Paired sample t-test was conducted to determine whether there is a significant difference between the tests. There were significant differences in all three units in favour of post-test results. This means that the lack of knowledge of the teachers have been largely resolved.Key Words: agendas; differentiated instruction; physics education; pre-service teachers Fizik Öğretmen Adaylarına Farklılaştırılmış ÖğretiminUygulanması: Ajandalar Öz: Bu araştırmanın amacı, fizik öğretmeni adaylarının, optik, enerji, kuvvet ve hareket konularındaki eksik bilgilerini belirlemek ve ardından bu eksiklikleri farklılaştırılmış öğretim kullanarak gidermeye çalışmaktır. Çalışma 26 öğretmen adayı ile gerçekleştirilmiştir. Uygulamadan önce, üç farklı çoktan seçmeli test (ön-test) öğretmen adaylarının eksik bilgilerini belirlemek amacıyla uygulanmıştır. Daha sonra, farklılaştırılmış öğretim kullanarak sekiz hafta süren uygulama yapılmıştır. Uygulamadan iki hafta sonra, çoktan seçmeli testler son-test olarak tekrar uygulanmıştır. Ön testler ile son testler arasında anlamlı farkın olup olmadığını anlamak amacıyla bağımlı gruplar t-testi yapılmıştır. Sonuç olarak, son testler lehine anlamlı bir fark çıkmıştır. Bu sonuca bakılarak, öğretmen adaylarının eksik bilgilerinin büyük ölçüde giderildiği söylenebilir.

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Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Cited by 51 publications

References 24 publications

The Implementation of the Differentiated Instruction in Higher Education: A Research Review

The Implementation of the Differentiated Instruction in Higher Education: A Research Review

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

Implementing Differentiated Instruction on Pre-Service Physics Teachers: Agendas /Fizik Öğretmen Adaylarına Farklılaştırılmış Öğretimin Uygulanması: Ajandalar).... Doi: 10.14686/buefad.v4i2.5000136908

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