Malaysian Chemistry Teachers' Challenges to Practice Differentiated Instruction in Classroom

Autor/inn/en	Salleh, Muhamad Furkan Mat; Rauf, Rose Amnah Abd.; Saat, Rohaida Mohd; Ismail, Mohamad Hisyam
Titel	Malaysian Chemistry Teachers' Challenges to Practice Differentiated Instruction in Classroom
Quelle	In: Malaysian Online Journal of Educational Sciences, 10 (2022) 2, S.58-69 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Chemistry; Science Instruction; Individualized Instruction; Science Teachers; Teaching Methods; Barriers; Student Needs; Lesson Plans; Time; Faculty Development; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Zeit
Abstract	Regardless of students' differences, they should have opportunities to learn in a classroom environment that adequately promotes their interests and scaffolds their progress. Often, research highlights the struggles teachers face in accommodating learners' needs while ensuring effective lesson delivery at various educational levels. Although there have been a growing number of studies investigating the use of differentiated instruction in chemistry, there is a scarcity of research focusing on challenges to practice differentiated instruction in chemistry classrooms, especially in the Malaysian context. This study explored chemistry teachers' challenges to practice differentiated instruction in their classrooms. The researchers elicited sixteen chemistry teachers' experiences selected through purposive sampling in one-to-one semi-structured interviews. Thematic analysis of the data revealed four major challenges that the teachers face: catering to students' needs, lesson planning and delivery, support and skill and time constraints in practising differentiation. Furthermore, it was found that teachers face more challenges on governable factors that could be rectified to help teachers successfully implement differentiated instruction. Finally, the study suggested that chemistry teachers involve in professional development training to enhance their knowledge and skills in differentiated instruction. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01