Journal Articles
Differentiated instruction: Hong Kong prospective teachers' teaching efficacy and beliefs
- Differentiated instruction: Hong Kong prospective teachers' teaching efficacy and beliefs
- Teachers and Teaching, 1-29, 2015
- Routledge
- 2015
-
- Hong Kong
-
- 1997.7 onwards
-
- Post-Secondary Education
- Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers' self-efficacy. The purpose of the study is to examine prospective teachers' teaching beliefs toward differentiated instruction and teaching efficacy. Using a sequential mixed methods design that contains a questionnaire, focus group interviews, and individual interviews, prospective teachers undertaking a 13-session course regarding differentiated instruction as offered by a local university in Hong Kong participated in the study from January to April 2013. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found. More positive attitudes toward differentiated teaching were found; however, there existed different concerns including class management and conflicts with personal teaching beliefs. These concerns may be related to practical experiences and confidence as well as expectations upon students. Implications for future course development and research are discussed at the end of the paper. [Copyright of Teachers and Teaching is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13540602.2015.1055435]
-
- English
- Journal Articles
-
- 13540602
- https://bibliography.lib.eduhk.hk/bibs/7b3c53a3
- 2015-10-16
Recent Journal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong KongJournal Articles
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?Journal Articles
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learningJournal Articles
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemicJournal Articles
Healthy eating report card for pre-school children in Hong KongJournal Articles
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disordersJournal Articles
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education courseJournal Articles