Examining Grade 6 Teachers’ Knowledge and Understanding of Differentiated Instruction in O.R. Tambo Inland District in South Africa
Bibliographic Data
| ID | 22257347 |
|---|---|
| Authors | Nondumiso Mnyamana (0009-0001-4769-7867, Walter Sisulu University), Samson Matope (0009-0004-7093-958X, Walter Sisulu University, corresponding author), Clever Ndebele (0000-0002-4258-4812, Walter Sisulu University) |
| Year | 2024 |
| Pages | 593-610 |
| Publication date | 2024-05-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.2024553 |
| OpenAlex | W4396613429 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
It is essential to ensure differentiation in curriculum delivery to give all learners access to learning while also meeting the diversity of learner needs in the classroom in line with the Republic of South Africa’s inclusive education policy. This mixed methods study sought to examine grade 6 teachers’ knowledge and understanding of differentiated instruction to respond to the diverse needs of learners in OR Tambo Education District in the Eastern Cape. Data was collected from three randomly selected primary schools using interviews, questionnaires, and classroom observation tools. Four grade 6 teachers for mathematics and reading-to-learn were selected from each school (N 12). Key findings revealed that teachers lacked knowledge and understanding of differentiated instruction, and how it should be implemented in the classroom. This implies that all teachers should be trained or in-serviced (during and after training respectively) on how to respond to learners’ diverse needs during teaching and learning. This study contributes to knowledge in the field of inclusive education. The results of this study may influence universities to design teacher education programmes, methods, and/or interventions, which will enhance responses to learner diversity through differentiated instruction. This study could help researchers uncover the critical areas of differentiated instruction, its importance and its application in the classroom, its benefits for teachers and learners, and its impact on student learning. Keywords: Curriculum Delivery, Differentiated Instruction, Learner Diversity, Pedagogical Knowledge
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |