Differentiating instruction: Understanding the key elements for successful teacher preparation and development

Berber N. Langelaan, Lisa Gaikhorst, Wouter Smets, Ron J. Oostdam

Research output: Contribution to journalReview articleAcademicpeer-review

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Abstract

Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active learning, collaboration and reflection and were often longitudinal, comprehensive and addressed attitudes, knowledge and skills. Contextual (school) factors acted as facilitators and impediments to program efficacy. Balancing school ambitions with realistic expectations is a concern. Educational and policy implications are further discussed.
Original languageEnglish
Article number104464
Pages (from-to)1-14
JournalTeaching and Teacher Education
Volume140
DOIs
Publication statusPublished - Apr 2024

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