Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators
Bibliographic Data
| ID | 22168734 |
|---|---|
| Authors | William Nketsia (0000-0003-0943-7981, Western Sydney University, corresponding author), Maxwell Peprah Opoku (0000-0001-7620-0007, United Arab Emirates University), Michael Amponteng (0000-0002-5914-2682, Western Sydney University), Wisdom Kwadwo Mprah (0000-0002-0343-7940, Kwame Nkrumah University of Science and Technology) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-05-15 |
| 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.2024.1356675 |
| OpenAlex | W4396922356 |
| Language | EN |
| Citations received | 2 |
| References cited | 27 |
Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t -tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers
Mathematics education · Pedagogy · Teacher education · Teacher Preparation · Computer Science · Education and Learning Interventions · Educational Research and Pedagogy · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |