Differentiated instruction in teacher education: a case study of congruent teaching
(2013) TEACHERS AND TEACHING. 19(1). p.93-107- abstract
- Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.
Please use this url to cite or link to this publication:
http://hdl.handle.net/1854/LU-1869437
- author
- Ilse Ruys UGent, Stijn Defruyt UGent, Isabel Rots UGent and Antonia Aelterman UGent
- organization
- year
- 2013
- type
- journalArticle (original)
- publication status
- published
- subject
- keyword
- ME, differentiated instruction, CLASSROOMS, DILEMMAS, STANDARDS, case study, congruent teaching, pre-service teacher education
- journal title
- TEACHERS AND TEACHING
- Teach. Teach.
- volume
- 19
- issue
- 1
- pages
- 93 - 107
- Web of Science type
- Article
- Web of Science id
- 000312539800008
- JCR category
- EDUCATION & EDUCATIONAL RESEARCH
- JCR impact factor
- 0.557 (2013)
- JCR rank
- 132/219 (2013)
- JCR quartile
- 3 (2013)
- ISSN
- 1354-0602
- DOI
- 10.1080/13540602.2013.744201
- language
- English
- UGent publication?
- yes
- classification
- A1
- copyright statement
- I have transferred the copyright for this publication to the publisher
- id
- 1869437
- handle
- http://hdl.handle.net/1854/LU-1869437
- date created
- 2011-08-05 13:16:50
- date last changed
- 2015-01-01 00:31:20
@article{1869437,
abstract = {Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.},
author = {Ruys, Ilse and Defruyt, Stijn and Rots, Isabel and Aelterman, Antonia},
issn = {1354-0602},
journal = {TEACHERS AND TEACHING},
keyword = {ME,differentiated instruction,CLASSROOMS,DILEMMAS,STANDARDS,case study,congruent teaching,pre-service teacher education},
language = {eng},
number = {1},
pages = {93--107},
title = {Differentiated instruction in teacher education: a case study of congruent teaching},
url = {http://dx.doi.org/10.1080/13540602.2013.744201},
volume = {19},
year = {2013},
}
- Chicago
- Ruys, Ilse, Stijn Defruyt, Isabel Rots, and Antonia Aelterman. 2013. “Differentiated Instruction in Teacher Education: a Case Study of Congruent Teaching.” Teachers and Teaching 19 (1): 93–107.
- APA
- Ruys, I., Defruyt, S., Rots, I., & Aelterman, A. (2013). Differentiated instruction in teacher education: a case study of congruent teaching. TEACHERS AND TEACHING, 19(1), 93–107.
- Vancouver
- 1.Ruys I, Defruyt S, Rots I, Aelterman A. Differentiated instruction in teacher education: a case study of congruent teaching. TEACHERS AND TEACHING. 2013;19(1):93–107.
- MLA
- Ruys, Ilse, Stijn Defruyt, Isabel Rots, et al. “Differentiated Instruction in Teacher Education: a Case Study of Congruent Teaching.” TEACHERS AND TEACHING 19.1 (2013): 93–107. Print.