The meanings of differentiated instruction in the narratives of Eritrean teachers
Zerai, D., Eskelä-Haapanen, S., Posti-Ahokas, H., & Vehkakoski, T. (2021). The meanings of differentiated instruction in the narratives of Eritrean teachers. Pedagogy, Culture and Society, Early online, 1-19. https://doi.org/10.1080/14681366.2021.1914712
Published inPedagogy, Culture and Society
© 2021 Taylor & Francis Group, LLC
The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers’ positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes. ...
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Related funder(s)Ministry for Foreign Affairs
Additional information about fundingThe research was conducted under the Finnish-Eritrean higher education cooperation funded by the Ministry of Foreign Affairs of Finland with a research grant from the University of Jyväskylä (No. HEL7M0453–80).
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