Teachers’ Perceptions on Differentiated Instruction: Do Experience, Qualification and Challenges Matter?

Autor:	Visal Moosa, Rosmawijah Jawawi, Nor Zaiham Midawati Abdullah, Mariyam Shareefa, Rohani Hj Awg Mat Zin
Rok vydání:	2019
Předmět:	050101 languages & linguistics Class size Medical education media_common.quotation_subject 05 social sciences Differentiated instruction Significant difference 050301 education Education Perception 0501 psychology and cognitive sciences Psychology 0503 education media_common
Zdroj:	International Journal of Learning, Teaching and Educational Research. 18:214-226
ISSN:	1694-2116 1694-2493
Popis:	This mixed-method study examines data gathered from 101 elementary teachers to investigate their perceptions about Differentiated Instruction (DI) based on qualification and experience. The study also explores the challenges of implementing DI. A survey questionnaire with both Likert-type and open-ended questions was utilised to collect data. The results indicated that teachers had a high perception on DI, while no statistically significant difference in teachers’ perceptions based on their experience and qualification was identified. Additionally, lack of resources, time, support, knowledge, and class size were identified as barriers for DI implementation. https://doi.org/10.26803/ijlter.18.8.13
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::c066dcffb9f17a2b6502242c0823e0ad https://doi.org/10.26803/ijlter.18.8.13 Zobrazit plný text záznamu