PEN Academic Publishing-   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2019, Vol. 10(1) 79-93

Teacher Educators' Perception and Practices of Differentiated Instruction in Ethiopian Secondary Teacher Education

Abrham Desta

pp. 79 - 93   |  Manu. Number: MANU-1812-24-0005

Published online: March 15, 2019  |   Number of Views: 152  |  Number of Download: 569


Abstract

Educators have agreed that learners in any classroom are typified by a wide variety of individual differences. To accomodate these differences, teachers are supposed to use differentiated instruction. However, the adaptation of curriculum and instruction to the diversity of these students often undertaken with difficulty and teachers are using a "one-size-fits-all" instructional approach. This may be a result of failure of teacher education programs to expose trainee teachers to differentiated instruction through classroom teaching and modeling. The main purpose of this research was therefore to investigate teacher educators' perception and practices of differentiated instruction in Ethiopian secondary teacher education. To this end, a qualitative case study method was employed. Data were analyzed thematically and the findings revealed that though majority of the participants were familiar with the concept differentiated instruction, its application is a mystry to many of them. They were not actively engaged in implementing differentiated instruction.

Keywords: Diversity, Differentiated instruction, learning profile, modeling


How to Cite this Article?

APA 6th edition
Desta, A. (2019). Teacher Educators' Perception and Practices of Differentiated Instruction in Ethiopian Secondary Teacher Education . International Journal of Research in Teacher Education, 10(1), 79-93.

Harvard
Desta, A. (2019). Teacher Educators' Perception and Practices of Differentiated Instruction in Ethiopian Secondary Teacher Education . International Journal of Research in Teacher Education, 10(1), pp. 79-93.

Chicago 16th edition
Desta, Abrham (2019). "Teacher Educators' Perception and Practices of Differentiated Instruction in Ethiopian Secondary Teacher Education ". International Journal of Research in Teacher Education 10 (1):79-93.

References
  1. Alavinia, P., &Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science and Technology, 2(4), 72-82. Retrieved from http://www.ijastnet.com/journals/Vol_2_No_4_April_2012/11.pdf   [Google Scholar]
  2. Anderson, K. (2007). Tips for teaching: Differentiating instruction to include all students.Preventing School Failure, (51)3. [Google Scholar]
  3. Best, J. and Kahn.J.(1999).Research Introduction(7th ed). New Delhi Printice Hall of India Private Limited [Google Scholar]
  4. Blanton, M. (1998).Prospective teachers emerging pedagogical content knowledge during the professional semester (Unpublished doctoral dissertation). North Carolina State University, Raleigh.   [Google Scholar]
  5. Borja, Laura; Sandy T. Soto; Tatiana X. Sanchez(2015).Differentiating Instruction for EFL Learners.International Journal of Humanities and Social Science.Vol. 5, No. 8(1) [Google Scholar]
  6. Chamberlin, M. & Powers, R. (2010).The promise of differentiated instruction for enhancing the mathematical understandings of college students. TeachingMathematics and Its Applications, 29, 113-139, doi:10.1093/teamat/hrq006 [Google Scholar] [Crossref] 
  7. Cooper, J. E., Kurtts, S., Baber, C. R. &Vallecorsa.A. (2008). A model for examining teacher preparation curricula for inclusion. Teacher Education Quarterly 35(4), 155-176. [Google Scholar]
  8. Dawit, M. (2008). Reflections on teacher education system overhaul (TESO) program in Ethiopia: Promises, pitfalls and propositions. Journal of Educational Change, 9, 281-304. [Google Scholar]
  9. Edwards, C. J., Carr, S., & Siegel, W. (2006).Influences of experiences and training on effective teaching practices to meet the needs of diverse learners in schools.Education, 126(3), 580–592. [Google Scholar]
  10. Ernest, J. M., Thompson,S. E., Heckaman,K. A.,Hull, K., &Yates, J. (2011).Effects andsocial validityof differentiatedinstruction on student outcomes for special educators.Journal OfTheInternationalAssociation Of SpecialEducation, 12(1), 33-41. Retrieved fromERIC database. (ED EJ947842) [Google Scholar]
  11. Florian, L., & Black-Hawkins, K. (2011).Exploring exclusive pedagogy.British Education Research Journal, 37(5), 813-828. doi: 10.1080/01411926.2010.501096 [Google Scholar] [Crossref] 
  12. Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: NY: Basic Books. [Google Scholar]
  13. Goddard, Y., Neumerski, C., Goddard, R., Sallous, S., &Berebitsky, D. (2010).A multilevel  principals’ instructional support and group norms for instruction in elementary schools. The Elementary School Journal, 111(2), 336-357. [Google Scholar]
  14. Goodlad, J. (1990). Teachers for our nation’s schools.San Francisco: Jossey Bass [Google Scholar]
  15. Grigorenko, E. L., & Sternberg, R. J. (1997).Styles of thinking, abilities, and academic performance.Exceptional children, 63(3), 295-312.doi:10.1177/001440299706300301 [Google Scholar] [Crossref] 
  16. Hall,T. (2002). Differentiated instruction.Retrieved from http://www.cast.org/system/galleries/download/ [Google Scholar]
  17. ncac/DifInstruc.pdf [Google Scholar]
  18. Hall, T. (2009).Differentiated instruction and implications for UDL implementation.National Center on Accessing the General Curriculum. Wakefield, MA: Author. [Google Scholar]
  19. Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reachand teach all learners, Grades 3–12. Minneapolis, MN: Free Spirit. [Google Scholar]
  20. Hardy, Stascia R.(2014). Embracing a Diverse Curriculum in University Teacher Preparation Programs.Electronic Theses & Dissertations. [Google Scholar]
  21. Hess, M. A. (1999).  Teaching in mixed-ability classrooms.  Retrieved August 8, 2002, from: http://www.weac.org/kids/1998-99/march99/differ.htm [Google Scholar]
  22. Joseph, Stephen.(2013). Differentiating Instruction: Experiences of Pre-Service and In-Service Trained Teachers.Caribbean Curriculum Vol. 20, 2013, 31-51: Retrieved from http://www.uwispace.sta.uwi.edu/ [Google Scholar]
  23. Korthagen, Fred (2001). Linking practice and theory: The pedagogy of realistic teacher education.Paper presented at the Annual Meeting of the American Educational Research Association, Seattle [Google Scholar]
  24. Kosko, K., & Wilkins, J. (2009).General educators’ in-service training and their self-perceived ability to adopt instruction for students with IEPs.The Professional Educator, 33(2), 1-12. [Google Scholar]
  25. Levy,H. M., (2008).Meetingthe needs ofallstudents through differentiated instruction: Helping everychild reach and exceed standards.Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.Retrieved from Education Sourcedatabase. (Accession No. EJ789449) [Google Scholar]
  26. Lunenberg, M., Korthagen, F., and Swennen, A., 2007.The teacher educator as a role model.Teaching and teacher education, 23 (5), 586–601. [Google Scholar]
  27. Pham, H.L. (2012). Differentiated instruction andthe need to integrateteaching and practice.Journal of CollegeTeaching&Learning,9(1), 13-20. Retrieved from Education Research Complete database [Google Scholar]
  28. Riddle, E. M., &Dabbagh, N. (1999). Lev Vygotsky's social development theory.Retrieved  from http://chd.gse.gmu.edu/immersion/knwledgebase/theorists/constructivism/ vygotsky.htm [Google Scholar]
  29. Roberts, J. L., & Inman, T. F. (2007).Strategies for differentiating instruction: Bestpractices for the classroom. Waco, TX: Prufrock Press [Google Scholar]
  30. Rodriguez, A. (2012). Analysis of Elementary School Teachers' Knowledge and Use of Differentiated Instruction.Dissertations. [Google Scholar]
  31. Roy, A., Guay, F. & Valois, P. (2013) Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale, International Journal of Inclusive Education, 45, 17(11), 1186-1204: http://dx.doi.org/10.1080/13603116.2012.743604 [Google Scholar]
  32. Ruys  I, StijnDefruyt , Isabel Rots & Antonia Aelterman (2013) Differentiated instruction in teacher education: A case study of congruent teaching, Teachers and Teaching: theory and practice, 19:1, 93-107, DOI: 10.1080/13540602.2013.744201 [Google Scholar]
  33. Santangelo, T.& Tomlinson, C. (2012) Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation, Action in Teacher Education,34:4, 309 327. fromhttp://dx.doi.org/10.1080/01626620.2012.717032 [Google Scholar]
  34. Servilio, K.L., (2009). You get to choose! Motivatingstudents to read through differentiatedinstruction.TeachingExceptional Children Plus, 5(5), 2-11 [Google Scholar]
  35. Shento, A. K. (2004). Strategies forensuringtrustworthiness in qualitative research projects. [Google Scholar]
  36. Education ForInformation, 22(2), 63-75. Retrieved from Education Research Complete database.(Accession No.13857302) [Google Scholar]
  37. Sizer, T. (1999).  No two are quite alike.  Educational Leadership, 57(1), 6-11. [Google Scholar]
  38. Smit, R. &Humpert, W. (2012).Differentiated instruction in small schools.Teaching and Teacher Education, 28, 1152 - 1162 [Google Scholar]
  39. Stavroula, V., Leonidas, K., and Mary, K. (2011).Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms: It’s impact on the Quality and Equity Dimensions of Education Effectiveness. Paper presented at the International Congress for School Effectiveness and Improvement. January, 2011. Cyprus [Google Scholar]
  40. Stradling, B. & Saunders, L. (1993). Differentiation in practice: Responding to the needs of all [Google Scholar]
  41. pupils. Educational Research, 35 (2), 127-137. [Google Scholar]
  42. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York, NY: Cambridge University Press.   [Google Scholar]
  43. Sternberg, R. J., Torff, B., &Grigorenko, E. L. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90(3), 374-384. doi:10.1037/0022-0663.90.3.374 [Google Scholar] [Crossref] 
  44. Subban, P. (2006).Differentiated instruction: A research basis. International Education Journal, 2006, 7(7), 935-947. fromhttp://iej.com.au [Google Scholar]
  45. Swennen, Anja;Lunenberg, MiekeandKorthagen, Fred(2008)Preach what you teach! Teacher educators and congruent teaching, Teachers and Teaching: theory and practiceVol. 14, Nos. 5–6 [Google Scholar]
  46. Tesfaye, S. (2014). Teacher preparation in Ethiopia: a critical analysis of reforms, Cambridge Journal of Education, 44(1), 113-145, doi:10.1080/0305764x.2013.860080 [Google Scholar] [Crossref] 
  47. Tobin, R. &Tippett, C. D. (2013). Possibilities and Potential Barriers: Learning to Plan for Differentiated Instruction in Elementary Science. International Journal of Science andMathematics Education [Google Scholar]
  48. Tomlinson, C. (2012, March 25). Learning style: What we know, what we don't know, what we need to know - and what we should do. Lecture presented at ASCD Annual Conference in PA, Philadelphia [Google Scholar]
  49. Tomlinson, C. (2010). Carol Ann Tomlinson on Learning Styles. Alexandria, VA: Association of Supervision and Curriculum Development.   [Google Scholar]
  50. Tomlinson, C. A., (2009)Intersections between differentiation and literacyinstruction:Shared principles worth sharing.TheNERA Journal, 45(1), 28-33 [Google Scholar]
  51. Tomlinson, C. A., (2001a).How to differentiate instruction in mixed-ability classrooms.(2ndEd.) Alexandria, VA: ASCD. [Google Scholar]
  52. Tomlinson, C. A. (2000, b).Differentiation of instruction in the elementary grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. [Google Scholar]
  53. Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44 (3). [Google Scholar]
  54. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. [Google Scholar]
  55. Tomlinson, C. A.(2000).Reconcilable Differences?Standards-Based Teaching and Differentiation.Educational Leadership.58 (1) [Google Scholar]
  56. Tomlinson, C., & Allan, S. D. (2000).Leadership in differentiating schools and classrooms. Alexandria, VA: Association of Supervision and Curriculum Development [Google Scholar]
  57. Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T., &Brimijoin K., Conover, L.A. & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of the literature.Journal for theEducation of the Gifted, 27 (2/3), 119-45. [Google Scholar]
  58. Tomlinson, C., &Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated  classrooms. Educational Leadership, 56(3), 52-55. (EJ575232) [Google Scholar]
  59. Tomlinson, C. A. &McTighe, J. (2006).Integrated differentiated instruction and understandingby design. Alexander, Virginia: Association for Supervision and Curriculum Development. [Google Scholar]
  60. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development [Google Scholar]
  61. Tomlinson, C.A., Brimijoin, K., & Narvaez, L. (2008).The differentiated school. Alexandria, VA: Association for Supervision and Curriculum Development. [Google Scholar]
  62. Tomlinson, C. A., & George, P. S. (2004).Teaching high ability learners in an authentic middle school.Middle School Journal, 35(5), 7-11 [Google Scholar]
  63. Tomlinson, C. A., Moon, T. R., & Callahan, C. M. (1998). How well are we addressing academic diversity in the middle school? Middle School Journal, 29(3), 3–11.   [Google Scholar]
  64. Tomlinson.A.,&McTighe, J. (2006).Integrating differentiated instruction and understanding by design.Alexandria, VA: Association for Supervision of Curriculum Development. [Google Scholar]
  65. Tomlinson, C. A., &Imbeau, M. B. (2010).Leading and managing a differentiated classroom. Alexandria, Virginia: Association for Supervision of Curriculum Development. [Google Scholar]
  66. UNESCO (2013).Assessment of Teacher Training and Development Needs to Ensure Education For All (EFA). Needs Assessment Report, Ethiopia [Google Scholar]
  67. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. [Google Scholar]
  68. Whipple, Kerri(2012).Differentiated instruction: A survey of teacher understanding  and implementation in a south east Massachusetts school district. Doctoral Dissertation [Google Scholar]
  69. Wubbels, T., Korthagen, F., &Broekman, H. (1997).Preparing teachers for realistic mathematics education.EducationalStudies in Mathematics, 32, 1–28. [Google Scholar]
  70. Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann. [Google Scholar]