TY - JOUR
T1 - Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators
AU - Nketsia, William
AU - Opoku, Maxwell P.
AU - Amponteng, Michael
AU - Mprah, Wisdom Kwadwo
N1 - Publisher Copyright:
Copyright © 2024 Nketsia, Opoku, Amponteng and Mprah.
PY - 2024
Y1 - 2024
N2 - Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.
AB - Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.
KW - Ghana
KW - children with disabilities
KW - differentiated instruction
KW - inclusive education
KW - teacher preparation
KW - university colleges of education
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U2 - 10.3389/feduc.2024.1356675
DO - 10.3389/feduc.2024.1356675
M3 - Article
AN - SCOPUS:85194704471
SN - 2504-284X
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1356675
ER -