Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00139321" target="_blank" >RIV/00216224:14410/24:00139321 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/02607476.2023.2247356" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/02607476.2023.2247356</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02607476.2023.2247356" target="_blank" >10.1080/02607476.2023.2247356</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity

Popis výsledku v původním jazyce

This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation’s focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their practicum PSTs succeed in taking the needs of certain groups of pupils into account in the classroom. However, PSTs take the needs of pupils into account unevenly and tend to homogenise their teaching on their practicum, to which the university curriculum also contributes by not being sufficiently experience-based and not providing a systematic framework for addressing the needs of all pupils in the classroom

Název v anglickém jazyce

Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity

Popis výsledku anglicky

This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation’s focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their practicum PSTs succeed in taking the needs of certain groups of pupils into account in the classroom. However, PSTs take the needs of pupils into account unevenly and tend to homogenise their teaching on their practicum, to which the university curriculum also contributes by not being sufficiently experience-based and not providing a systematic framework for addressing the needs of all pupils in the classroom

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA19-06763S" target="_blank" >GA19-06763S: Etnografie diverzity v pregraduální přípravě učitelů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Journal of Education for Teaching

ISSN

0260-7476

e-ISSN

1360-0540

Svazek periodika

50

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

403-420

Kód UT WoS článku

001049706800001

EID výsledku v databázi Scopus

2-s2.0-85168384309