| 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, 2023, 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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@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 = {2023}
}
TY - JOUR
ID - 2303038
AU - Obrovská, Jana - Svojanovský, Petr - Kratochvílová, Jana - Lojdová, Kateřina - Tůma, František - Vlčková, Kateřina
PY - 2023
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, 2023, 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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