Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Wan, Sally Wai‐Yan

doi:10.1177/2096531120969988

Cited by 11 publications

(7 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, there is a demand for effective differentiation during science teacher preparation programs that may support the development of pre-service teachers' DI. Changing the middle scenario to the best scenario is possible by promoting professional learning for pre-service teachers when they start their teaching careers as beginning teachers (Dixon et al, 2014;Maeng & Bell, 2015;Suprayogi et al, 2017;Dack, 2019;Smets & Struyven, 2020;Wan, 2020;Kahmann et al, 2022), as well as through coursework (Dack, 2018) and introduction to collaborative action research at the university level (Dulfer et al, 2021), providing an extensive understanding regarding differentiated instruction (Woollacott, 2014;Onyishi & Sefotho, 2020;Scarparolo & Subban, 2021;Nepal et al, 2021;Bi et al, 2023;Obrovská et al, 2023), and raising awareness of differentiated instruction (Gheyssens et al, 2021) as it will influence the teachers' perception and belief about teaching and learning, and instruction (Tomlinson, 2014;Schwab et al, 2022;Maia & Freire, 2023;Schwab & Woltran, 2023) Lastly, this research may reflect the future implementation of differentiated instruction on physics learning in secondary school through scenario rendition. It may implicate the school leaders in the future on how important leading professional learning (Le Fevre et al, 2020) to support the current undergraduate students regarding their future work and maintain the quality of teaching and learning in secondary school, as well as building a capacity for improvement (Campbell et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

Putra,

Pribadi,

Zakiyah

2023

JPII

View full text Add to dashboard Cite

This study has successfully constructed the scenario of differentiated instruction (DI) on physics learning as a reflection of readiness and future implementation through undergraduate students’ beliefs. Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. However, differentiated instruction in physics may or may not challenge its users in reality as it depends on beliefs and views about the nature of science, instruction, and pedagogical content knowledge. This quantitative-qualitative study involved 56 undergraduate students and consisted of three main stages: preliminary, analysis, and rendition. In the first and second stages, we found a strong negative correlation between the proportion of mathematics-conceptual knowledge of the topics and the possibility of implementing differentiated instruction (r =-0,576). Meanwhile, belief in self-proficiency is directly proportional to the DI implementation possibility (r = 0.828). In conclusion, we created two scenarios based on analysis, representing the current reality of how DI will be implemented and future implementation expectations. Moreover, this research strengthens the theory that beliefs influence the possibility of using differentiated instruction. We suggest a demand for an effective introduction to differentiation instruction during science teacher preparation programs and leading professional learning that may support the development of undergraduate students at the beginning of their careers.

show abstract

Section: Resultsmentioning

confidence: 99%

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

Putra,

Pribadi,

Zakiyah

2023

JPII

View full text Add to dashboard Cite

show abstract

“…However, the teachers were using standardized assessments to evaluate student learning and not assessment in relation to students' ongoing progress. Wan (2020) reported that it was likely for teachers in Hong-Kong to practice DI and, in her survey, she found a positive association between teachers' engagement with professional learning communities and the practice of DI. The factors that were contributing to the development of DI practice was that teachers had a collective focus on student learning, while engaging in reflective dialogue and shared leadership in their schools.…”

Section: The Use Of DI In Mainstream Classroomsmentioning

confidence: 97%

Differentiated instruction for students with SEN in mainstream classrooms: contextual features and types of curriculum modifications

Strogilos

Lim

Buhari

2021

Asia Pacific Journal of Education

View full text Add to dashboard Cite

This qualitative study explores what contributes to the development of differentiated instruction (DI) through the use of curriculum modifications for the inclusion of students with special educational needs (SEN) in three primary Singaporean schools. Data were collected through semi-structured interviews, descriptive observations, lesson plans and focus groups. Five teachers, six allied educators, and two learning support teachers (n = 13) participated in this research focusing on five students as "cases" for the professionals to provide individualized examples. Participants often provided restricted understandings about DI as an ability driven approach, which mainly requires modifications in the content of teaching based on staff perceptions of student readiness. However, undifferentiated learning objectives and assessment methods were commonly used. The participants described an overreliance on the use of instructional modifications and lack of curricular and alternative modifications, which they deemed as inadequate and unfair for the students. The findings indicate resounding evidence that contextual constraints, such as class size, a common standardized curriculum and national exams constitute critical impediments that affect the types of curriculum modifications used. The participants proposed an "exams-free" pedagogy to enhance diversity in modifications. The research implies a need to consider the contextual features that impact upon the quality of learner-centred instruction internationally.

show abstract

“…Supportive conditions. Different forms of cooperation are used in the process of mutual learning among teachers, namely, meetings in small groups, joint analysis of theoretical literature, analysis of student achievements, observation of lessons and joint planning (Linder et al, 2012;Pirtle & Tobia, 2014;Stewart, 2014;Wan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment

Šūmane¹,

Āboltiņa²

2023

To Be or Not to Be a Great Educator

View full text Add to dashboard Cite

One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.

show abstract

Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Cited by 11 publications

References 68 publications

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

Differentiated instruction for students with SEN in mainstream classrooms: contextual features and types of curriculum modifications

Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment

Contact Info

Product

Resources

About