The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction

ABSTRACT

Little research has investigated factors that facilitate beginning teachers’ participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers’ use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers’ participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities.

KEYWORDS:

• Beginning teachers
• differentiated instruction
• professional learning communities
• teacher education

Acknowledgement

This work was supported by The Policy Research Centre “Educational and school careers” and was funded by the Flemish Government.

Additional information

Notes on contributors

Debbie De Neve

Debbie De Neve is a PhD student at the Bellon research centre for school leadership and educational policy, Ghent University, Belgium. Her research focuses on beginning teachers’ professional learning, professional learning communities, and differentiated instruction.

Geert Devos

Geert Devos, PhD, is an associate professor in educational administration, Ghent University, Belgium. He leads the Bellon research centre for school leadership and educational policy. His current research areas include educational leadership, school improvement, and educational policy.