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Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

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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

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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},
  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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