Differentiated instruction in teacher education: A case study of congruent teaching
- 1 February 2013
- journal article
- research article
- Published by Taylor & Francis Ltd in Teachers and Teaching: Theory and Practice
- Vol. 19 (1), 93-107
- https://doi.org/10.1080/13540602.2013.744201
Abstract
Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.This publication has 25 references indexed in Scilit:
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