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Differentiated instruction in teacher education: a case study of congruent teaching

Ilse Ruys UGent, Stijn Defruyt UGent, Isabel Rots UGent and Antonia Aelterman UGent (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:
author
organization
year
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.