Abstract
The purpose of this research was to examine the experiences of four pre‐service teachers (PSTs) implementing differentiated instruction (DI) using action research. During a practicum, the participants recorded data about their use of DI and took part in collaborative reflective discussions with a professor. The data were analysed inductively. It was found that the PSTs’ planning was guided by the DI strategies and they regularly incorporated 10 DI strategies in their lessons. When they encountered problems implementing DI, the professor played an important role in by modelling reflection, analysis and problem‐solving during collaborative reflection sessions. The use of action research to investigate their practice increased the PSTs’ understanding of the students and how to use DI strategies effectively.
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