Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs

Sally Wai‐Yan Wan

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Teacher Education and Leadership Studies Evaluation of Teaching Practices Learning Styles and Cognitive Differences

Abstract

Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers’ self-efficacy. The purpose of the study is to examine prospective teachers’ teaching beliefs toward differentiated instruction and teaching efficacy. Using a sequential mixed methods design that contains a questionnaire, focus group interviews, and individual interviews, prospective teachers undertaking a 13-session course regarding differentiated instruction as offered by a local university in Hong Kong participated in the study from January to April 2013. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found. More positive attitudes toward differentiated teaching were found; however, there existed different concerns including class management and conflicts with personal teaching beliefs. These concerns may be related to practical experiences and confidence as well as expectations upon students. Implications for future course development and research are discussed at the end of the paper.

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References

1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 1996The Art of Case Study Research 2009Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 2001Teacher efficacy: capturing an elusive construct 1910How We Think 1960The Process of Education 1910How we think.

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2024Differentiating instruction: Understanding the key elements for successful teacher preparation and development 2018Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study 2016Differentiated instruction: are Hong Kong in-service teachers ready?2019Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices 2022Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school 2018

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