Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation

Abstract

Using a cross-sectional survey design, this study was conducted to explore teacher educators' perceptions and use of differentiated instruction practices. Data were collected using an original questionnaire that was designed to reflect Tomlinson's model of differentiation. Although the results suggest some congruence between teacher educators' beliefs and practices and Tomlinson's model, there was little indication that teacher educators implement a comprehensive model of differentiation. This finding is consistent with previous research documenting that teacher educators have yet to fully recognize or realize the benefits associated with modeling. It also raises concerns about whether teacher educators are adequately responsive to candidates' varied needs and are effectively preparing candidates for teaching in classrooms with increasingly diverse and complex student populations. Recommendations for practice and future research are offered.

Notes

1. In this article, we use the term student to describe a P-12 learner, the term candidate to describe a postsecondary learner in a teaching or teaching-related program (e.g., school psychology, school administration), and the term teacher educator to describe a faculty member who teaches in a teaching or teaching-related program.