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.

Basic information

Original name

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

Name in Czech

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

Authors

OBROVSKÁ, Jana (203 Czech Republic, guarantor, belonging to the institution), Petr SVOJANOVSKÝ (203 Czech Republic, belonging to the institution), Jana KRATOCHVÍLOVÁ (203 Czech Republic, belonging to the institution), Kateřina LOJDOVÁ (203 Czech Republic, belonging to the institution), František TŮMA (203 Czech Republic, belonging to the institution) and Kateřina VLČKOVÁ (203 Czech Republic, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

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

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 4.000 in 2022

Organization unit

Faculty of Education

DOI

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

UT WoS

001049706800001

Keywords (in Czech)

žákovská diverzita; vzdělávání učitelů; diferencovaná výuka; etnografie

Keywords in English

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

Abstract

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

Links

GA19-06763S, research and development project

Name: Etnografie diverzity v pregraduální přípravě učitelů

Investor: Czech Science Foundation, Ethnography of Diversity in Pre-Service Teacher Education

Files attached

Promises_and_challenges_of_differentiated_instruction_as_pre-service_teachers_learn_to_address_pupil_diversity.pdf

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Citovat

OBROVSKÁ, Jana, Petr SVOJANOVSKÝ, Jana KRATOCHVÍLOVÁ, Kateřina LOJDOVÁ, František TŮMA and 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, vol. 50, No 3, p. 403-420. ISSN 0260-7476. Available from: 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 and 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, vol.~50, No~3, p.~403-420. ISSN~0260-7476. Available from: https://dx.doi.org/10.1080/02607476.2023.2247356.

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