The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction (original) (raw)
Related papers
Differentiated Instruction, Professional Development, and Teacher Efficacy
Journal for the Education of the Gifted, 2014
Teachers often struggle to provide all students access to specific learning activities that work best for them—and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child’s profile of strengths, interests, and styles. This study focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. We found that a greater number of professional development hours in differentiation of instruction was positively associated with both teacher efficacy and the teacher’s sense of efficacy beliefs. This study demonstrated that teacher efficacy is an important dimension in implementing the process of differentiation regardless of what level or what content area the teacher taught (elementary, middle, or high school). Implications and future directions for research are also discussed.
International Journal of Instruction
The purpose of this study is to investigate the differences in teachers' sense of efficacy, their knowledge, and implementation of DI based on their experience and qualification. The study also aims to investigate the moderating effect of teachers' experience and qualification. The study employs a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll of Maldives. Parametric statistic of independent sample t-test and one-way ANOVA were used to investigate differences among groups of respondents while multiple regression using split sample was carried out to examine the moderation effect. Results indicate that there is a statistically significant difference in teachers' sense of efficacy across the three experience-groups, F (2, 93) = 3.56, p = .032. However, there is no significant difference in teachers' knowledge and implementation of DI based either on their experience or qualification. The results also indicate that neither teachers' experience nor their qualification was a significant moderator of the DI implementation model. It is recommended teachers be equipped with sufficient knowledge of DI by incorporating relevant content in teacher training programs.
Anatolian Journal of Education
Existing literature suggests that teachers' sense of efficacy, their perception and knowledge of differentiated instruction (DI) are related to their implementation of differentiation. However, there is deficiency of research examining the predictive nature of those relationships. The purpose of this study is to examine the impact of teachers' perception and knowledge of differentiated instruction, and their sense of teacher efficacy on the implementation of DI strategies. The study employed a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll * of Maldives. Data were analyzed using SPSS 21.0. The results indicated that there was a significant correlation between teachers' knowledge of differentiated instruction and its implementation, and also between teachers' sense of efficacy and implementation of DI. Result of regression analysis showed that teachers' knowledge had a significant impact on their implementation of differentiated instruction. Recommendations were made for future research to investigate the effect of certain demographic variables and mediators on differentiation.
Journal of Research in Special Educational Needs
Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers' implementation of differentiated instruction has been shown to be linked to teacher attitudes and self-efficacy in other settings. This study investigated the impact of teachers' self-efficacy and attitudes towards the implementation of differentiated instruction in the senior secondary context across two Australian states with a total of five participating teachers. The A (Affective) B (Behaviour) C (Cognitive) model was employed to define teacher attitudes from interviews concerning differentiated instruction. Findings indicated that teacher knowledge was a major factor influencing differentiation, in addition to attitude and selfefficacy. The discourse analysis demonstrated that teachers held a greater knowledge of differentiation strategies than the concepts that underpin the differentiated instruction framework. Additionally, time constraints and feelings of failure in implementing differentiation strategies impacted teacher attitudes. Teacher knowledge, attitude and self-efficacy were interrelated and impacted on teachers' implementation of differentiated instruction in the senior secondary classroom. Implications for professional development to address student needs through differentiated instruction in the inclusive senior secondary classroom teacher are discussed. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
2014
Under the Supervision of Professor Karen Callan Stoiber This study was designed to address a crucial organizational construct for implementation of Response to Intervention (RTI), ongoing teacher professional development, by examining its effect on teacher knowledge and self-efficacy. Twenty-five teachers from rural Illinois participated and were randomly assigned to either receive a 10-week professional development course in RTI or a single after-school condensed training session. The teachers completed self-report measures of knowledge and self-efficacy in RTI prior to their first instruction and 1 week following the end of their instruction. A mixed ANOVA analysis was used for comparison of the two groups from pre-to posttest and showed significantly greater improvements in knowledge and self-efficacy for the ongoing professional development group when compared to the single after-school session professional development participants. Assumptions of homogeneity of variances were not met for the self-efficacy analysis which may have compromised the results. The teachers receiving the 10-week course were assigned homework assignments with the aim of deepening their understanding and application of their learned knowledge. The relationship between the homework assignment grades and improvement in knowledge and between homework assignment grades and improvement in self-efficacy gains were iii non-significant. The results from this study support the need for ongoing professional development when implementing RTI and demonstrate the benefits of intentional and ongoing training on teacher outcomes especially in comparison to single after-school trainings. Future research is needed to examine the effects of professional development on teacher and student outcomes and to explore further whether teacher assignments are useful for improving related teacher and student outcomes.
Teaching and Teacher Education: Leadership and Professional Development
By administering a self-assessment survey among 288 primary school teachers, we gained detailed insight into the implementation of strategies for differentiated instruction (DI) in mathematics. Besides implementation, we asked about the relative difficulty of each DI strategy, and about the factors helpful and hindering for the development of skills for implementing DI. The findings from the current study are in line with previous research, and provide additional and more detailed insights. Beginning teachers indicate their implementation of DI significantly lower than teachers with more than three years of experience. Strategies that are reported to be implemented more often, are also more often regarded easy to learn. Next to gaining experience and sufficient time for DI, an important factor for developing DI skills seems to lie in the community of practice within schools.
Challenges of Teacher Autonomy for Professional Competence
2021
Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning. The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning act...
Frontiers in Education, 2020
Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test and control group was used to study the impact of the programme on teachers' self-reported differentiated philosophies and practices. Questionnaires were collected from the experimental group (n = 284) and the control group (n = 80). Pre-and post-test results were compared using a repeated measure, ANOVA. Additionally, interviews with a purposive sample of teachers (n = 8) were conducted to explore teachers' experiences of the PDP. The results show that the PDP was not effective in changing teachers' DI competences. Multiple explanations are presented for the lack of improvement such as treatment fidelity, the limitations of instruments and the necessary time investment that change requires. The significance of this study lies in the bridge between the quantitative and qualitative results of the PDP. Moreover, this study exposes the complexity of research on professional development.