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

J 2024

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

OBROVSKÁ, Jana, Petr SVOJANOVSKÝ, Jana KRATOCHVÍLOVÁ, Kateřina LOJDOVÁ, František TŮMA et. al.

Základní údaje

Originální název

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

Název česky

Přísliby a výzvy diferencované výuky když se studenti učitelství učí adresovat žákovskou diverzitu

Autoři

OBROVSKÁ, Jana (203 Česká republika, garant, domácí), Petr SVOJANOVSKÝ (203 Česká republika, domácí), Jana KRATOCHVÍLOVÁ (203 Česká republika, domácí), Kateřina LOJDOVÁ (203 Česká republika, domácí), František TŮMA (203 Česká republika, domácí) a Kateřina VLČKOVÁ (203 Česká republika, domácí)

Vydání

Journal of Education for Teaching, England, Routledge Journals, Taylor & Francis Ltd, 2024, 0260-7476

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 4.000 v roce 2022

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1080/02607476.2023.2247356

UT WoS

001049706800001

Klíčová slova česky

žákovská diverzita; vzdělávání učitelů; diferencovaná výuka; etnografie

Klíčová slova anglicky

pupil diversity; pre-service teacher education; differentiated instruction; ethnography

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 6. 8. 2024 12:07, Mgr. Jana Obrovská, Ph.D.

Anotace

V originále

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

Návaznosti

GA19-06763S, projekt VaV

Název: Etnografie diverzity v pregraduální přípravě učitelů

Investor: Grantová agentura ČR, Etnografie diverzity v pregraduální přípravě učitelů

Přiložené soubory

Promises_and_challenges_of_differentiated_instruction_as_pre-service_teachers_learn_to_address_pupil_diversity.pdf

Vyhledat podobné dokumenty

Citovat

OBROVSKÁ, Jana, Petr SVOJANOVSKÝ, Jana KRATOCHVÍLOVÁ, Kateřina LOJDOVÁ, František TŮMA a Kateřina VLČKOVÁ. Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity. Journal of Education for Teaching. England: Routledge Journals, Taylor & Francis Ltd, 2024, roč. 50, č. 3, s. 403-420. ISSN 0260-7476. Dostupné z: https://dx.doi.org/10.1080/02607476.2023.2247356.

@article{2303038,
   author = {Obrovská, Jana and Svojanovský, Petr and Kratochvílová, Jana and Lojdová, Kateřina and Tůma, František and Vlčková, Kateřina},
   article_location = {England},
   article_number = {3},
   doi = {http://dx.doi.org/10.1080/02607476.2023.2247356},
   keywords = {pupil diversity; pre-service teacher education; differentiated instruction; ethnography},
   language = {eng},
   issn = {0260-7476},
   journal = {Journal of Education for Teaching},
   title = {Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity},
   url = {https://www.tandfonline.com/doi/full/10.1080/02607476.2023.2247356},
   volume = {50},
   year = {2024}
}

TY  - JOUR
ID  - 2303038
AU  - Obrovská, Jana - Svojanovský, Petr - Kratochvílová, Jana - Lojdová, Kateřina - Tůma, František - Vlčková, Kateřina
PY  - 2024
TI  - Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity
JF  - Journal of Education for Teaching
VL  - 50
IS  - 3
SP  - 403-420
EP  - 403-420
PB  - Routledge Journals, Taylor & Francis Ltd
SN  - 02607476
KW  - pupil diversity
KW  - pre-service teacher education
KW  - differentiated instruction
KW  - ethnography
UR  - https://www.tandfonline.com/doi/full/10.1080/02607476.2023.2247356
N2  - 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
ER  -

OBROVSKÁ, Jana, Petr SVOJANOVSKÝ, Jana KRATOCHVÍLOVÁ, Kateřina LOJDOVÁ, František TŮMA a Kateřina VLČKOVÁ. Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity. \textit{Journal of Education for Teaching}. England: Routledge Journals, Taylor \&{} Francis Ltd, 2024, roč.~50, č.~3, s.~403-420. ISSN~0260-7476. Dostupné z: https://dx.doi.org/10.1080/02607476.2023.2247356.

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