Publicação
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
| Resumo: | This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed. |
|---|---|
| Autores principais: | Gaitas, Sérgio Miguel Protásio |
| Outros Autores: | Martins, Margarida Alves |
| Assunto: | Inclusive education Differentiated instruction Primary school Pedagogical practices |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| _version_ | 1866252849962287104 |
|---|---|
| author | Gaitas, Sérgio Miguel Protásio |
| author2 | Martins, Margarida Alves |
| author2_role | author |
| author_facet | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| author_role | author |
| contributor_name_str_mv | Repositório do ISPA |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Gaitas, Sérgio Miguel Protásio\"},{\"Person.name\":\"Martins, Margarida Alves\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório do ISPA |
| datacite.creators.creator.creatorName.fl_str_mv | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| datacite.date.Accepted.fl_str_mv | 2016-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2016-09-16T18:55:39Z |
| datacite.date.embargoed.fl_str_mv | 2016-09-16T18:55:39Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| datacite.subjects.subject.fl_str_mv | Inclusive education Differentiated instruction Primary school Pedagogical practices |
| datacite.titles.title.fl_str_mv | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| dc.contributor.none.fl_str_mv | Repositório do ISPA |
| dc.creator.none.fl_str_mv | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| dc.date.Accepted.fl_str_mv | 2016-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2016-09-16T18:55:39Z |
| dc.date.embargoed.fl_str_mv | 2016-09-16T18:55:39Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.12/4894 |
| dc.language.none.fl_str_mv | eng |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| dc.subject.none.fl_str_mv | Inclusive education Differentiated instruction Primary school Pedagogical practices |
| dc.title.fl_str_mv | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed. |
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| eu_rights_str_mv | restrictedAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ispa.pt/bitstreams/231a23d7-ca12-4f5e-a315-b65a59bf80b3/download |
| id | ispa_eb93ea59fb3bb9750a75fad547df828a |
| identifier.url.fl_str_mv | http://hdl.handle.net/10400.12/4894 |
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| institution | Ispa-Instituto Universitário |
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| language | eng |
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| organization_str_mv | urn:organizationAcronym:ispa |
| person_str_mv | Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves |
| publishDate | 2016 |
| reponame_str | Repositório do Ispa - Instituto Universitário |
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| service_str_mv | urn:repositoryAcronym:ispa |
| spelling | engpt_PTThis study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.application/pdfpt_PTTeacher perceived difficulty in implementing differentiated instructional strategies in primary schoolGaitas, Sérgio Miguel ProtásioMartins, Margarida AlvesHostingInstitutionOrganizationalRepositório do ISPAe-mailmailto:repositorio@ispa.ptrepositorio@ispa.ptISSNIsPartOf1360-3116DOIIsPartOf10.1080/13603116.2016.12231802016-09-16T18:55:39Z20162016-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.12/4894http://purl.org/coar/access_right/c_16ecrestricted accessInclusive educationDifferentiated instructionPrimary schoolPedagogical practices1284817 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_16ecapplication/pdffulltexthttps://repositorio.ispa.pt/bitstreams/231a23d7-ca12-4f5e-a315-b65a59bf80b3/downloadInternational Journal of Inclusive Education113United Kingdom |
| spellingShingle | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school Gaitas, Sérgio Miguel Protásio Inclusive education Differentiated instruction Primary school Pedagogical practices |
| status | SINGLETON |
| subject.fl_str_mv | Inclusive education Differentiated instruction Primary school Pedagogical practices |
| title | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| title_full | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| title_fullStr | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| title_full_unstemmed | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| title_short | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| title_sort | Teacher perceived difficulty in implementing differentiated instructional strategies in primary school |
| topic | Inclusive education Differentiated instruction Primary school Pedagogical practices |
| topic_facet | Inclusive education Differentiated instruction Primary school Pedagogical practices |
| url | http://hdl.handle.net/10400.12/4894 |
| visible | 1 |