Good Things Come to Those Who Wait
The Importance of Professional Development for the Implementation of Differentiated Instruction
Bibliographic Data
| ID | 22166259 |
|---|---|
| Authors | Esther Gheyssens (0000-0003-4871-6780, Vrije Universiteit Brussel, corresponding author), Els Consuegra (0000-0002-5019-8444, Vrije Universiteit Brussel), Nadine Engels (0000-0001-5802-904X, Vrije Universiteit Brussel), Katrien Struyven (0000-0002-6562-2172, Vrije Universiteit Brussel) |
| Year | 2020 |
| Volume | 5 |
| Publication date | 2020-06-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2020.00096 |
| OpenAlex | W3039955189 |
| Language | EN |
| Citations received | 6 |
| References cited | 21 |
Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test and control group was used to study the impact of the programme on teachers’ self-reported differentiated philosophies and practices. Questionnaires were collected from the experimental group (n = 284) and the control group (n = 80). Pre- and post-test results were compared using a repeated measure, ANOVA. Additionally, interviews with a purposive sample of teachers (n = 8) were conducted to explore teachers’ experiences of the PDP. The results show that the PDP was not effective in changing teachers’ DI competences. Multiple explanations are presented for the lack of improvement such as treatment fidelity, the limitations of instruments and the necessary time investment that change requires. The significance of this study lies in the bridge between the quantitative and qualitative results of the PDP. Moreover, this study exposes the complexity of research on professional development
Fidelity · Mathematics education · Medical education · Pedagogy · Professional development · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Medicine · Psychology · Teacher Education and Leadership Studies · Artificial Intelligence
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How to plan and perform a qualitative study using content analysis
Measuring teachers’ perceptions about differentiated instruction
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The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Dimensions of diversity
Evaluating teachers’ professional development initiatives
The Sage Handbook of Action Research
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |