Implementation of pedagogical means of differentiation and individualization as a basic condition for an inclusive approach in teaching heterogeneous collectives in primary education

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10487723" target="_blank" >RIV/00216208:11410/24:10487723 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=puQomtEr5y" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=puQomtEr5y</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18355/PG.2024.13.2.1" target="_blank" >10.18355/PG.2024.13.2.1</a>

Result language

angličtina

Original language name

Implementation of pedagogical means of differentiation and individualization as a basic condition for an inclusive approach in teaching heterogeneous collectives in primary education

Original language description

The research focuses on the current trend of increasing the quality ofeducation, which brings with it increased demands on teacher competences inthe implementation of differentiated instruction for primary students from thevery beginning of schooling. The key subject of the research investigation isthe inclusive concept of differentiated instruction, which represents acomplex modification of the educational content, process, product andevaluation of the educational process. According to the Strategies ofEducational Policy of the Czech Republic until 2030+, ensuring comparableand high-quality teaching in primary schools by introducing internaldifferentiation and individualization is a key strategy for improving thequality of teaching of heterogeneous collectives. However, teachers are notsufficiently prepared for this reality and there is very little relevant literature.Using a qualitative research design that includes participant observation andsemi-structured interviews with seven teachers from three regions of theCzech Republic, this paper seeks to systematically map the implementationof these pedagogical strategies in the years 2021-2023 with first and secondyear primary students in the subjects of Czech language and mathematics. Amulti-case study of seven teachers presents a longitudinal study of theimplementation of differentiated teaching strategies with a focus on itsinclusive concept, which is reflected in all components of the educationalprocess. This dissertation highlights the urgent need for further research inthis critically important area, especially in light of the lack of exploration ofpedagogical means of differentiation and individualization in the Czechresearch field.

Czech name

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Czech description

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Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Slavonic Pedagogical Studies Journal

ISSN

1339-8660

e-ISSN

1339-9055

Volume of the periodical

13

Issue of the periodical within the volume

2

Country of publishing house

SK - SLOVAKIA

Number of pages

21

Pages from-to

2-22

UT code for WoS article

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EID of the result in the Scopus database

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