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

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

doi:10.1016/j.tate.2023.104464

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

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

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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 language	English
Article number	104464
Pages (from-to)	1-14
Journal	Teaching and Teacher Education
Volume	140
DOIs	https://doi.org/10.1016/j.tate.2023.104464
Publication status	Published - Apr 2024

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1-s2.0-S0742051X23004523-mainFinal published version, 1.98 MBLicence: CC BY

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@article{20aed93be11e4300aaa05ecd90c1a3a6,

title = "Differentiating instruction: Understanding the key elements for successful teacher preparation and development",

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.",

keywords = "Differentiated instruction, Teacher training, Professional teacher development, Review study",

author = "Langelaan, {Berber N.} and Lisa Gaikhorst and Wouter Smets and Oostdam, {Ron J.}",

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AU - Smets, Wouter

AU - Oostdam, Ron J.

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AB - 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.

KW - Differentiated instruction

KW - Teacher training

KW - Professional teacher development

KW - Review study

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DO - 10.1016/j.tate.2023.104464

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 104464

ER -

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

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