‘It’s an impossible job’: pre-service primary teachers’ beliefs and attitudes towards differentiation within Scottish ITE

Figures & data

Table 1. PSTs’ beliefs and attitudes towards differentiation.

Categories	Concepts				Main Ideas
	Interview 1	Interview 2	Interview 3	Interview 4
Positive beliefs: PSTs’ beliefs which view differentiation as a positive approach.	Differentiate by ability Trust and respect Necessity for successful learning Differentiate by stage Growth mindset Pupil engagement Environment	Differentiate by ability Trust and respect Necessity for successful learning Differentiate by stage Assessment	Differentiate by ability Trust and respect Necessity for successful learning Growth mindset Assessment	Differentiate by ability Trust and respect Necessity for successful learning Differentiate by support	Differentiation by content (pitched at ability and stage), process, product and environment is necessary to engage pupils and progress learning for all. Trust and respect must be given to pupils using a range of differentiation approaches that do not limit or label learners. Differentiation can be used to foster pupil growth mindset and engagement. Ongoing assessment is crucial to inform how teacher differentiate by content.
Negative beliefs: PSTs’ beliefs which view differentiation as a negative approach.	Conflicting messages Limiting Learner identity	Conflicting messages Limiting Learner identity Differentiation is not a necessity for learning	Conflicting messages Limiting Learner identity Differentiate by ability Too much work Disadvantages of pupil choice	Conflicting messages Limiting Differentiate by ability Too much work Disadvantages of pupil choice	PSTs receive many conflicting messages from a range of key influencers in their progression as teachers. These cause high levels of stress and feelings of pressure. Differentiation is too much work making teaching unmanageable. Differentiation by ability can negatively impact learner identity, pupil engagement, confidence and learning. Differentiation by ability can limit pupil learning. Offering pupils choice of work level, can negatively impact learning.
Can-do attitudes: PSTs’ attitudes that demonstrate the willingness of PST to ‘have a go’, try different types of differentiation.	Willing to have a go Assessment Adaptability	Willing to have a go	Willing to have a go Knowledge of learners Not too difficult	Willing to have a go Assessment Differentiated Resources Organisation	PSTs are willing to have a go with a range of differentiation approaches to continue to build knowledge, experience and confidence. Ongoing assessment data help PSTs to determine the next steps for differentiation. With a range of resources, including people, time and physical resources, differentiation is doable and not too difficult.
Can’t do attitudes: PSTs’ attitudes share barriers to being able to differentiate.	Lack of experience Lack of resources Stress Lack of permission Unmanageable workload Too difficult to manage practicalities and organisation	Lack of experience Lack of resources Stress Lack of permission Too difficult to manage practicalities and organisation	Lack of experience Lack of resources Lack of confidence Lack of knowledge	Lack of experience Unmanageable workload Overwhelming sense of pressure	PSTs feel they lack experience, resources and knowledge leading to a lack of confidence, high levels of stress and pressure. They feel that they are not allowed, or permitted to have a go with a range of differentiation approaches during placement adding to the sense of not being experienced enough. All in all, differentiation is too difficult to put into practice.

Figure 1. Conflicting messages from key influences.

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Raw and anonymised data can be requested, in writing, from the corresponding author.