Differentiated instruction in teacher education: A case study of congruent teaching

Abstract

Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem.This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing metacommentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.

Mellom risiko og kontroll - en studie av eksplisitte modelleringsformer i norsk grunnskolelærerutdanning

“…Kategorien begrunnes med at det å eksplisitt modellere arbeidsformer og metoder ikke er nok, studentene må også bli oppmuntret til å reflektere over 5 meningen med modelleringen (Loughran & Berry, 2005, s. 193, 200;Ruys et al, 2013). Et forslag til en måte å koble teori og praksis er å eksplisitt modellere underliggende pedagogiske valg og videre vise hvordan valgene kan analyseres ved hjelp av teori.…”

“…Et forslag til en måte å koble teori og praksis er å eksplisitt modellere underliggende pedagogiske valg og videre vise hvordan valgene kan analyseres ved hjelp av teori. Dette gjøres ved at laereren modellerer hvordan metakommentarer kan knyttes til praktiske eksempler (Ruys et al, 2013;Ulvik & Smith, 2016, s. 63). I denne sammenhengen poengterer Lunenberg at: «This means that the next step in modelling is to move on from making useful 'tricks' explicit to student teachers to connecting exemplary behaviour with theory» (Lunenberg et al, 2007, s. 592).…”

Integration of Task-Based Approaches in a TESOL Course

“…Giving meta-commentary is a crucial aspect of the pedagogical behavior of teacher educators. Provision of meta-commentary is not evident among teacher educators (Bullough, 1997;Ruys et al, 2013). The researchers concluded that the observed teacher educator was not considered as a role model on the subject of differentiated instruction in the view of student teachers.…”

“…9;2014 the workshop, the teacher educators' ability to link their own teaching to theory had improved. Therefore, Swennen et al (2008) Only a limited number of studies focus on the congruent teaching and meta-commentary among teacher educators (Ruys et al, 2013;Swennen et al, 2008). This study investigates a language teacher educator's congruent teaching of a task-based approach in a TESOL course in a language teacher education program in Taiwan.…”

“…Therefore, giving meta-commentary on the modeling behavior is necessary in order to facilitate the translation of the modeling behavior to the student teachers' practices (Lunenberg, Korthagen, & Swennen, 2007). Ruys et al (2013) suggested, "An impetus for further reflection on the possibilities of making teacher educators more familiar with and competent in providing meta-commentary" (p. 102). Swennen et al's (2008) study discusses the influence of workshops on congruent teachers on three teacher educators.…”