Differentiated instruction in secondary education - constraint or prospect in the foreign language classroom? A literature review on teachers´perceptions
(2022) In Master Thesis, Kompletterande pedagogisk utbildning för ämneslärarexamen, 15 p ÄKPN03 20221Educational Sciences
- Abstract
- Differentiated instruction is a widely known approach used in different educational settings, especially in diverse classrooms. Teachers are expected to be able to meet the need of all learners and differentiate instructional parameters such as content, process and product accordingly. While previous research has shown that a successful implementation of the concept is beneficial for the students, teachers have remained hesitant towards the use of DI. This review examines foreign language teachers’ perceptions of DI in secondary education. Findings indicate that practical reasons such as time constraints and the lack of professional training in how to implement DI constitute significant obstacles for teachers in using
the method in the... (More) - Differentiated instruction is a widely known approach used in different educational settings, especially in diverse classrooms. Teachers are expected to be able to meet the need of all learners and differentiate instructional parameters such as content, process and product accordingly. While previous research has shown that a successful implementation of the concept is beneficial for the students, teachers have remained hesitant towards the use of DI. This review examines foreign language teachers’ perceptions of DI in secondary education. Findings indicate that practical reasons such as time constraints and the lack of professional training in how to implement DI constitute significant obstacles for teachers in using
the method in the foreign language classroom. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9100063
- author
- Gustafsson, Katja Maria LU
- supervisor
- organization
- course
- ÄKPN03 20221
- year
- 2022
- type
- H1 - Master's Degree (One Year)
- subject
- keywords
- Review, differentiation, differentiated instruction, secondary education, foreign language classroom, teachers’ perceptions
- publication/series
- Master Thesis, Kompletterande pedagogisk utbildning för ämneslärarexamen, 15 p
- language
- English
- additional info
- Number of pages: 33
- id
- 9100063
- date added to LUP
- 2023-03-10 13:39:04
- date last changed
- 2023-03-10 13:39:04
@misc{9100063, abstract = {{Differentiated instruction is a widely known approach used in different educational settings, especially in diverse classrooms. Teachers are expected to be able to meet the need of all learners and differentiate instructional parameters such as content, process and product accordingly. While previous research has shown that a successful implementation of the concept is beneficial for the students, teachers have remained hesitant towards the use of DI. This review examines foreign language teachers’ perceptions of DI in secondary education. Findings indicate that practical reasons such as time constraints and the lack of professional training in how to implement DI constitute significant obstacles for teachers in using the method in the foreign language classroom.}}, author = {{Gustafsson, Katja Maria}}, language = {{eng}}, note = {{Student Paper}}, series = {{Master Thesis, Kompletterande pedagogisk utbildning för ämneslärarexamen, 15 p}}, title = {{Differentiated instruction in secondary education - constraint or prospect in the foreign language classroom? A literature review on teachers´perceptions}}, year = {{2022}}, }