Aug 2026· Dynamics of the Romance and Germanic Languages: Trends and Innovations· pp. 287-295· 0 citations· 2 references
Abstract
The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences
In the context of modernizing the higher education system, the issue of enhancing students’ learning motivation has become particularly relevant. A student's level of motivation directly influences the quality of knowledge acquisition, the development of professional competencies, independence, and the capacity for lifelong learning. The research aims to analyze and theoretically substantiate the teacher's role in enhancing learning motivation, as well as to determine the pedagogical conditions and teaching methods that facilitate this process. The study examines theoretical approaches to learning motivation, its internal and external components, and the factors determining the motivational orientation of a student's personality. Special attention is given to pedagogical conditions that promote the formation of positive learning motivation within the university environment. Enhancing student motivation is considered a critical factor for improving the quality of higher education and training competitive specialists. A teacher’s motivational activity should aim to foster students’ intrinsic motivation, grounded in cognitive interest, a desire for professional growth, and self-realization. Simultaneously, creating a favorable psychological climate in the academic group and maintaining an atmosphere of cooperation and mutual respect play vital roles.
Z. Abdullaeva, K. Chotikeeva, Z. Omoeva et al.· Bulletin of Science and Prac...· 0 citations
The needs arising in today’s society, and consequently, the demands placed on its citizens imply that individuals must possess a set of competencies to address them, such as the need to navigate diverse social contexts, manage digital information, and solve complex problems collaboratively. In terms of competency-based education, it’s essential to highlight the role of the educational field, which, must constantly adapt and transform itself to promote the comprehensive development of its students, including critical thinking, socio-emotional skills, digital literacy, and collaborative problem-solving. The objective of this study is precisely to analyze the perceptions and practices of Early Childhood and Primary Education teachers regarding the implementation of active methodologies and innovation in the classroom. The results reveal that teachers innovate in their practices and prioritize active methodologies to foster competency development in their students. Although they acknowledge various challenges, such as limited preparation time, insufficient training, and the integration of digital tools. The study highlights how Early Childhood and Primary Education teachers implement active methodologies and innovate with their students, despite facing challenges such as a lack of specific training, time for preparation, and especially digital resources to further engage in educational innovation. They share their experiences and, therefore, their contribution as educators to shaping competent citizens prepared for present and future societal demands.
In increasingly diverse educational settings, the call for teachers to provide instruction that responds to different learning needs has become more prominent than ever. Differentiated instruction (DI) has emerged as a key pedagogical approach for addressing this challenge. Building on a small but emerging body of person-oriented research that recognizes meaningful variation between teachers, the overarching aim of this dissertation is threefold: (1) to provide a comprehensive conceptualization and measurement of DI based on existing validated instruments, (2) to disentangle teachers’ approaches to DI, and (3) to deepen understanding of the contextual embeddedness of these approaches. The dissertation comprises four interrelated studies. Study 1 develops and validates the Comprehensive Differentiated Instruction Questionnaire (CDIQ), a multidimensional instrument that captures teachers’ conceptions and practices of DI alongside school-level organisational conditions that support its implementation. Study 2 adopts a person-oriented perspective to identify distinct profiles of teachers’ conceptions and practices of DI in primary mathematics education. The findings reveal substantial heterogeneity among teachers, demonstrating that DI is enacted through different constellations of beliefs, perceived constraints, and instructional practices, resulting in five distinct conception profiles and five distinct practice profiles. The findings further suggest that teachers’ conceptions are closely linked to how they enact DI in practice, while teacher characteristics, including teaching experience and gender, are also associated with profile membership. Study 3 examines how variation in classroom composition relates to teachers’ practice profiles. The results indicate that greater linguistic diversity among students and larger class sizes are associated with a more constrained DI approach, characterized by a narrower range of practices and lower levels of engagement. Study 4 investigates how school-level organisational conditions relate to teachers’ approaches to DI practices. The findings show that a shared school vision and strong school-internal cooperation for meeting students’ learning needs are associated with teacher profiles characterized by more extensive engagement in DI. Together, these findings demonstrate that DI is best understood not as a single pedagogical approach, but as a phenomenon characterized by meaningful variation in both teachers’ conceptions and practices. Moreover, these conceptions and practices are neither solely the result of individual pedagogical choices nor purely context-driven. Rather, they emerge from the dynamic interplay between teacher-, classroom-, and school-level factors. By integrating measurement development, person-oriented research, and contextual analysis, this dissertation provides a comprehensive and context-sensitive understanding of DI and offers new directions for supporting its implementation in primary education.
Student-centered educational approaches that emerged in the late 19th and early 20th centuries emphasized the importance of considering individual differences. The American educator John Dewey argued that education should not be limited to the transmission of knowledge, but should also focus on learners’ development through experience and active participation. The psychologist Lev Vygotsky explained differentiation in education from various perspectives and introduced the “zone of proximal development,” highlighting the need to consider students’ current knowledge levels and support their potential growth through individualized approaches. In the second half of the 20th century, with the development of cognitive psychology, ideas of differentiated instruction expanded further. The American psychologist Howard Gardner proposed the theory of multiple intelligences, suggesting that individuals possess different learning abilities, and therefore teachers should use diverse methods and strategies to address these differences. In contemporary education, the model developed by Carol Ann Tomlinson plays a significant role. She systematically analyzed the theoretical and practical foundations of differentiated instruction, emphasizing that teachers are not only knowledge transmitters but also facilitators of the learning process.
Using the available relevant studies, this paper examines the main determining factors of learning amongst primary school students in China. It also concentrates on examining the overall impacts of the intrinsic characteristics of self-efficacy, cognitive ability, learning motivation, gender and experiential difference on the learning process at the level of the students. On the teacher level, it targets external supportive issues. At curriculum and environmental level, it examines how textbook flexibility, different types of teaching modalities, equity of learning materials and contextual construction in the digital platform affect learner effectiveness in learning. Through this, the implication of research findings will be further elaborated in this paper, as well as the highly aligned curriculum and teaching in reference to teacher professional development. It also concentrates on the recommendation of how the relevance of the curriculum and equity could be improved using multidimensional situational construction to face the existing problems of intense individual differences between students, uneven teacher professional competence, and unfair access to curriculum resources in the primary school teaching. This will aim at ensuring optimization of the China primary school curriculum system and give theoretical references and practical ideas of enhancing the quality of teaching.
Differentiated instruction has become an important teaching approach for addressing the diverse learning needs of students in contemporary science classrooms. Despite its recognized benefits, limited evidence exists on how Science 12 teachers implement differentiated instruction, the challenges they encounter, and the strategies they employ to sustain its classroom application in public senior high schools. This study assessed the effectiveness of differentiated instruction in teaching Science 12 in selected public senior high schools in Legislative District 1, Isabela, during the School Year 2025–2026. Using a descriptive-normative research design, data were gathered from 36 Science 12 teachers through a validated questionnaire, documentary analysis, and unstructured interviews. The findings revealed that differentiated instruction was often implemented and perceived to be very effective. The Science 12 Most Essential Learning Competencies were fully realized despite very serious challenges related to resources, time, curriculum demands, class size, and instructional complexity. Teachers addressed these constraints through reflective practice, professional development, collaboration, and adaptive instructional strategies. The study concludes that differentiated instruction is an effective approach for improving Science 12 instruction when supported by adequate resources, continuous teacher development, and strong institutional support.
Maryet Antonio· International journal of hum...· 0 citations
