Teachers and their implementation of differentiated instruction in the classroom

• Published in: Teaching and teacher education Vol. 67; pp. 291 - 301
• Main Authors: Suprayogi, Muhamad Nanang, Valcke, Martin, Godwin, Raymond
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.10.2017
• Subjects: Differentiated instruction; Indonesia; Teachers' self-efficacy; Teaching beliefs; Teaching strategy; Teaching beliefs; Teaching strategy; Teachers' self-efficacy; Differentiated instruction; Indonesia
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2017.06.020

Growing student diversity in today's classrooms calls for appropriate instructional strategies. Differentiated instruction (DI) is put forward as a key solution but seems challenging. In this study, actual DI implementation of teachers is linked to a complex set of variables: teachers' DI self-efficacy, teaching beliefs, teaching experience, professional development, teacher certification, and classroom size. The findings show that DI implementation seems high, but is still below a critical benchmark. The regression analysis results indicate 39% of the variation in DI implementation which can significantly linked to DI self-efficacy beliefs, higher constructivist beliefs and higher classroom size. Research implications are discussed. •The growing of student diversity calls for appropriate instructional strategies.•Differentiated Instruction (DI) is presented as key solution but seems challenging.•We examine teacher variables and classroom size related to DI implementation.•Teachers' self-efficacy has a significant contribution to the DI implementation.•Research implication calls to invest teacher professional development programs.