Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions
- Author
- Wendelien Vantieghem (UGent) , Iris Roose, Esther Gheyssens (UGent) , Júlia Griful-Freixenet, Karolien Keppens (UGent) , Ruben Vanderlinde (UGent) , Katrien Struyven and Piet Van Avermaet (UGent)
- Organization
- Project
- Abstract
- Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers’ ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Consequently, this study validates an instrument to measure teachers’ reasoning with regard to PTSI and DI using explorative and confirmatory factor analyses. A total of 991 teachers and 3011 pre-service teachers indicated how crucial PTSI- and DI-arguments were in their comparative judgement of videoclips. Results show that the latent construct of PTSI consist of three subdimensions: individual needs, safe & structured environment, and student involvement. The latent construct of DI consists of four subdimensions: active learning, instructional clarity, adaptive teaching, and flexible grouping. The robustness of these findings across contexts demonstrates the centrality of these dimensions in teachers’ reasoning about inclusive classrooms.
- Keywords
- Education, Inclusive education, Factor analysis, Differentiated instruction, Teacher student relationship, Teacher evaluation, Professional vision, ASSESSMENT SCORING SYSTEM, DIFFERENTIATED INSTRUCTION, PHYSICAL-EDUCATION, VIDEO, SCHOOL, PRESERVICE, BEHAVIOR, ACHIEVEMENT, PERCEPTIONS, INSTRUMENT, Steunpunt Diversiteit & Leren, student diversity, inclusion, assessment
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8672189
- MLA
- Vantieghem, Wendelien, et al. “Professional Vision of Inclusive Classrooms : A Validation of Teachers’ Reasoning on Differentiated Instruction and Teacher-Student Interactions.” STUDIES IN EDUCATIONAL EVALUATION, vol. 67, 2020, doi:10.1016/j.stueduc.2020.100912.
- APA
- Vantieghem, W., Roose, I., Gheyssens, E., Griful-Freixenet, J., Keppens, K., Vanderlinde, R., … Van Avermaet, P. (2020). Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. STUDIES IN EDUCATIONAL EVALUATION, 67. https://doi.org/10.1016/j.stueduc.2020.100912
- Chicago author-date
- Vantieghem, Wendelien, Iris Roose, Esther Gheyssens, Júlia Griful-Freixenet, Karolien Keppens, Ruben Vanderlinde, Katrien Struyven, and Piet Van Avermaet. 2020. “Professional Vision of Inclusive Classrooms : A Validation of Teachers’ Reasoning on Differentiated Instruction and Teacher-Student Interactions.” STUDIES IN EDUCATIONAL EVALUATION 67. https://doi.org/10.1016/j.stueduc.2020.100912.
- Chicago author-date (all authors)
- Vantieghem, Wendelien, Iris Roose, Esther Gheyssens, Júlia Griful-Freixenet, Karolien Keppens, Ruben Vanderlinde, Katrien Struyven, and Piet Van Avermaet. 2020. “Professional Vision of Inclusive Classrooms : A Validation of Teachers’ Reasoning on Differentiated Instruction and Teacher-Student Interactions.” STUDIES IN EDUCATIONAL EVALUATION 67. doi:10.1016/j.stueduc.2020.100912.
- Vancouver
- 1.Vantieghem W, Roose I, Gheyssens E, Griful-Freixenet J, Keppens K, Vanderlinde R, et al. Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. STUDIES IN EDUCATIONAL EVALUATION. 2020;67.
- IEEE
- [1]W. Vantieghem et al., “Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions,” STUDIES IN EDUCATIONAL EVALUATION, vol. 67, 2020.
@article{8672189,
abstract = {{Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers’ ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Consequently, this study validates an instrument to measure teachers’ reasoning with regard to PTSI and DI using explorative and confirmatory factor analyses. A total of 991 teachers and 3011 pre-service teachers indicated how crucial PTSI- and DI-arguments were in their comparative judgement of videoclips. Results show that the latent construct of PTSI consist of three subdimensions: individual needs, safe & structured environment, and student involvement. The latent construct of DI consists of four subdimensions: active learning, instructional clarity, adaptive teaching, and flexible grouping. The robustness of these findings across contexts demonstrates the centrality of these dimensions in teachers’ reasoning about inclusive classrooms.}},
articleno = {{100912}},
author = {{Vantieghem, Wendelien and Roose, Iris and Gheyssens, Esther and Griful-Freixenet, Júlia and Keppens, Karolien and Vanderlinde, Ruben and Struyven, Katrien and Van Avermaet, Piet}},
issn = {{0191-491X}},
journal = {{STUDIES IN EDUCATIONAL EVALUATION}},
keywords = {{Education,Inclusive education,Factor analysis,Differentiated instruction,Teacher student relationship,Teacher evaluation,Professional vision,ASSESSMENT SCORING SYSTEM,DIFFERENTIATED INSTRUCTION,PHYSICAL-EDUCATION,VIDEO,SCHOOL,PRESERVICE,BEHAVIOR,ACHIEVEMENT,PERCEPTIONS,INSTRUMENT,Steunpunt Diversiteit & Leren,student diversity,inclusion,assessment}},
language = {{eng}},
pages = {{12}},
title = {{Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions}},
url = {{http://dx.doi.org/10.1016/j.stueduc.2020.100912}},
volume = {{67}},
year = {{2020}},
}
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