Challenges and opportunities of implementing differentiated instruction amid the COVID-19 Pandemic: Insights from a qualitative exploration

Challenges and opportunities of implementing differentiated instruction amid the COVID-19 Pandemic: Insights from a qualitative exploration

• Yuen, Suet Ying The Chinese University of Hong Kong
• Luo, Zili The Chinese University of Hong Kong
• Wan, Sally Wai Yan The Chinese University of Hong Kong

Education Sciences, 13(10), 2023

MDPI

2023

• F 教與學
  • FA 一般教學方法、各種施教方法
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Differentiated Instruction Teacher Professional Learning In-service Teachers COVID-19 Pandemic

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

Differentiated instruction (DI) has been introduced as a viable approach for accommodating the diverse learning needs of students in the same classroom. Despite the significant advantages attributed to this approach, it can still be a challenge for teachers to incorporate DI into practice. This study examined the lived experiences and perceptions of teachers regarding the influence of the COVID-19 pandemic on their differentiation practices. Purposive sampling was used, and 40 in-service primary and secondary school teachers in Hong Kong were recruited. Hybrid thematic analysis was implemented to examine data from the semi-structured interviews carried out in both face-to-face and online formats. Drawing on the five-dimensional model of differentiation as a conceptual framework, the findings were organized into five thematic areas: (1) teaching arrangements, (2) learning environment, (3) teaching methods, (4) support materials, and (5) assessment. The perceptions of teachers, both positive and negative, regarding the impact of the pandemic on DI were categorized into sub-themes. The results indicated that while the pandemic brought about considerable obstacles for educators in practicing DI, it also opened up opportunities for new approaches to meeting the diverse needs of students. © 2023 by the authors.

• 英文

期刊論文

• 22277102

• 10.3390/educsci13100989

https://bibliography.lib.eduhk.hk/tc/bibs/8c644f01

2024-07-11