Teachers' attitudes towards and perceptions of diverse practices of differentiated instruction
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Smit, R., & Weingartner, E. (2026). Teachers’ attitudes towards and perceptions of diverse practices of differentiated instruction. Teaching and Teacher Education, 172, 105357. https://doi.org/https://doi.org/10.1016/j.tate.2025.105357
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PHSG Organisation name
License Condition
CC BY 4.0 (International)
Proforis OA-status
Hybrid OA
Topic PHSG
Schule und Profession
Fields of Science and Technology (OECD)
Educational sciences
Abstract
General and special needs teachers in Austria and Switzerland met four times locally and three times binationally to develop their inclusive teaching. Based on video clips of their own lessons, differentiated instruction (DI) practices were discussed. The twelve teachers were interviewed to find out more about their attitudes towards DI practices. A mixed-methods research design was employed to investigate the occurrence of DI practices and the extent of consistency in attitudes and perceptions regarding DI. This study examines the theoretical assumption that attitudes guide teachers' perceptions. Six major groups of DI practices were identified: DI of content/goals, learning time, material, open education, individualisation, and individual support. Given the frequency with which these practices were observed, it became evident that there were specific differences between countries. Across all practices, it was evident that the frequency of DI practices, as observed in the interviews and perceptions, showed a considerable degree of consistency.
PHSG Organisation name
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Version
Published Version
Access Rights
metadata only (bibliographisch)
License Condition
CC BY 4.0 (International)
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Author(s)