Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates

West, Jessica A.; West, Craig K.

doi:10.1080/08878730.2016.1151091

Cited by 11 publications

(3 citation statements)

References 9 publications

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“…However, even those teachers with some limited prior teaching experience continued to struggle with some MPs, notably MP 10 individualize instruction, an area known to be difficult for pre-service teachers in general (e.g. West & West, 2016). Programs that implement TBLT might also consider requiring novice teachers to observe or volunteer in classroom contexts or complete relevant coursework, such as a course on SLA or TESOL, prior to engaging in training, to maximize the impact of the TBLT instruction.…”

Section: Discussionmentioning

confidence: 99%

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Bryfonski

2021

Language Teaching Research

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This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

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Section: Discussionmentioning

confidence: 99%

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Bryfonski

2021

Language Teaching Research

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“…Despite the potential benefits of differentiated instruction on student achievement, and the plausibility of the approach in catering for individual differences in inclusive education settings of today's classrooms, implementation of the strategies by the teachers is less frequent and inconsistent (Nedellec, 2015). This means that even though teachers may be able to provide in-depth explanation of differentiation, they struggle to execute it in daily practice and that includes the virtual classroom (West & West, 2016). Chien's (2015) qualitative study, for instance, analyzed Taiwanese elementary school English teachers' perceptions and knowledge of differentiated instruction.…”

Section: Teacher's Knowledge and Implementation Of Differentiated Ins...mentioning

confidence: 99%

Contextualized Differentiated Instruction in Virtual Language Classrooms

2024

IJFMR

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This study investigated the senior high school language teachers’ understanding and use of differentiated instruction in virtual language classrooms focusing on Content, Process, and Product domains, leading to the development of a digitized primer. Using Concurrent mixed method, both QUAN (teacher survey) and QUAL (focus group discussions) data were collected and analyzed. QUAN findings revealed that virtual language teachers have high understanding of differentiated instruction and consistently used it. Seven themes emerged from the transformed QUAN data, including across curriculum in teaching, responsive teaching, promoting flexible classroom, personalized instruction, adaptive learning. layered curriculum, and authentic learning experiences. QUAL findings identified nine emergent themes, including understanding DI as tailoring instruction to students' needs, using layered curriculum, implementing varied strategies, and viewing DI as a product of professional development. Additionally, teachers used DI for ongoing assessment, flexible content delivery, flexible groupings, allowing student choice, and found DI both challenging and rewarding. Four integrated themes emerged from both QUAN and QUAL findings. These themes include cross-curriculum instruction, modifying curriculum, respectful differentiation, and fostering ownership of learning. The study implied that virtual language teachers integrate curriculum across subjects for deeper learning. It concluded that content, process, and product domains can be varied in virtual language classrooms. The study recommended that there should be a compendium of teaching strategies on DI with sample lesson exemplars which can be accessed digitally.

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“…Trainings on DIA in in-service and pre-service teacher trainings help to eliminate misconceptions about DIA, change their attitudes towards individual differences positively, and reflect DIA in their classroom practices (Dack, 2019a;Dillon-Guy, 2014;Wan, 2016;West & West, 2016). However, the trainings in these studies are not based on teacher competencies for DIA.…”

Section: Introductionmentioning

confidence: 99%

Farklılaştırılmış Öğretim Yaklaşımına Yönelik Öğretmen Yeterlikleri

Zoraloğlu

Şahin

2022

Cukurova University Faculty of Education Journal

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Farklılaştırılmış öğretim, eğitimde adaleti sağlayan bir yaklaşımdır. Bu nedenle öğretmenlerin, öğretimi farklılaştırması profesyonel bir sorumluluktur. Bu çalışmada, farklılaştırılmış öğretim yaklaşımına yönelik yeterliklerin belirlenmesi amaçlanmıştır. Araştırma sorusunun doğası ve bağlamına uygun olarak, yeterliklerin belirlenmesi için ilgili alan literatürünün incelenmesi yöntemi seçilmiştir. Araştırmada nitel yaklaşımlardan doküman analizi yöntemi kullanılmıştır. Çalışmanın veri kaynağını, farklılaştırılmış öğretim yaklaşımıyla ilgili hakemli yayınlar ve temel kaynak kitaplar oluşturmaktadır. Veri kaynaklarının analiz edilmesiyle tespit edilen yeterlikler, bulgularıyla birlikte belli temalar altında toplanmıştır. Ardından uzmanlardan görüş alınarak yeterliklere son hâli verilmiştir. Araştırmanın sonucunda bilgi, beceri ve inanış olmak üzere üç yeterlik alanı altında 39 öğretmen yeterliği tespit edilmiştir. Belirlenen yeterliklerin kullanılması doğrultusunda araştırma ve uygulamaya dönük önerilerde bulunulmuştur.

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Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates

Cited by 11 publications

References 9 publications

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Contextualized Differentiated Instruction in Virtual Language Classrooms

Farklılaştırılmış Öğretim Yaklaşımına Yönelik Öğretmen Yeterlikleri

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