How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?

S. NepalSchool of Early Childhood and Inclusive Education, Queensland University of TechnologyCorrespondence[email protected]

https://orcid.org/0000-0002-1650-9632 View further author information

S. WalkerSchool of Early Childhood and Inclusive Education, Queensland University of Technology

https://orcid.org/0000-0002-7267-9978 View further author information

J. Dillon-WallaceSchool of Early Childhood and Inclusive Education, Queensland University of TechnologyView further author information

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Jana Obrovská, Petr Svojanovský, Jana Kratochvílová, Kateřina Lojdová, František Tůma & Kateřina Vlčková. (2023) Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity. Journal of Education for Teaching 0:0, pages 1-18.
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Anssi Roiha. (2023) Broadening Pre-Service English Language Teachers’ Perceptions of Differentiation Relying on the 5D Model. The Teacher Educator 58:3, pages 289-306.
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Articles from other publishers (4)

Anssi Roiha & Pilvi Heinonen. (2023) ‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions. Journal of Research in Special Educational Needs.
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Joseph Reginard Milinga, Jaquiline Amani & Suitbert Emil Lyakurwa. (2022) Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania. Journal of Advanced Academics 34:1, pages 68-102.
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Leigh A. van den Kieboom & Sally V. Groleau. (2022) Pre-service teacher planning for differentiation of instruction in mathematics classrooms. Educational Studies in Mathematics 111:2, pages 225-252.
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Kathryn Gibbs. (2022) Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher.
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How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?

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How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?

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