Literaturnachweis - Detailanzeige
Autor/inn/en | Santangelo, Tanya; Tomlinson, Carol Ann |
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Titel | Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation |
Quelle | In: Action in Teacher Education, 34 (2012) 4, S.309-327 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-6620 |
DOI | 10.1080/01626620.2012.717032 |
Schlagwörter | Individualized Instruction; Teacher Attitudes; Teacher Educators; Teacher Surveys; Questionnaires; Response Rates (Questionnaires); Theory Practice Relationship; Models; Preservice Teachers; Student Needs; Student Diversity; Teacher Education; Student Characteristics; Student Interests; Cognitive Style; Learning Processes; Educational Environment; Measures (Individuals); Course Content Individualisierender Unterricht; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fragebogen; Antwortkontrolle; Theorie-Praxis-Beziehung; Analogiemodell; Studieninteresse; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messdaten; Kursprogramm |
Abstract | Using a cross-sectional survey design, this study was conducted to explore teacher educators' perceptions and use of differentiated instruction practices. Data were collected using an original questionnaire that was designed to reflect Tomlinson's model of differentiation. Although the results suggest some congruence between teacher educators' beliefs and practices and Tomlinson's model, there was little indication that teacher educators implement a comprehensive model of differentiation. This finding is consistent with previous research documenting that teacher educators have yet to fully recognize or realize the benefits associated with modeling. It also raises concerns about whether teacher educators are adequately responsive to candidates' varied needs and are effectively preparing candidates for teaching in classrooms with increasingly diverse and complex student populations. Recommendations for practice and future research are offered. (Contains 2 tables and 1 note.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |