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ERIC Number: EJ1137450
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1360-3116
Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School
Gaitas, Sérgio; Alves Martins, Margarida
International Journal of Inclusive Education, v21 n5 p544-556 2017
This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A