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dc.contributor.authorZerai, Desalegn
dc.contributor.authorEskelä-Haapanen, Sirpa
dc.contributor.authorPosti-Ahokas, Hanna
dc.contributor.authorVehkakoski, Tanja
dc.date.accessioned2021-04-16T08:55:14Z
dc.date.available2021-04-16T08:55:14Z
dc.date.issued2021
dc.identifier.citationZerai, D., Eskelä-Haapanen, S., Posti-Ahokas, H., & Vehkakoski, T. (2021). The meanings of differentiated instruction in the narratives of Eritrean teachers. <i>Pedagogy, Culture and Society</i>, <i>Early online</i>, 1-19. <a href="https://doi.org/10.1080/14681366.2021.1914712" target="_blank">https://doi.org/10.1080/14681366.2021.1914712</a>
dc.identifier.otherCONVID_66428073
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/75084
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesPedagogy, Culture and Society
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/14681366.2021.1914712
dc.rightsCC BY-NC-ND 4.0
dc.subject.otheryksilöllinen opetus
dc.subject.otherEritrea
dc.subject.otherdifferentiated instruction
dc.subject.otherindividualisation
dc.subject.otherinclusive education
dc.subject.otherteacher
dc.subject.othernarrative analysis
dc.titleThe meanings of differentiated instruction in the narratives of Eritrean teachers
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202104162391
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1468-1366
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumberHEL7M0453-80
dc.subject.ysoeriyttäminen
dc.subject.ysoopetusmenetelmät
dc.subject.ysopedagogiikka
dc.subject.ysoopetus
dc.subject.ysonarratiivinen tutkimus
dc.subject.ysoopettajat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p987
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p22220
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/14681366.2021.1914712
dc.relation.funderUlkoministeriöfi
dc.relation.funderMinistry for Foreign Affairsen
jyx.fundingprogramCIMO HEI-ICI HEI (Higher Education Institutions Institutional Cooperation Instrument)fi
jyx.fundingprogramCIMO HEI-ICI HEI (Higher Education Institutions Institutional Cooperation Instrument)en
jyx.fundinginformationThe 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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