Abstract
This article focuses on pre-service language teachers’ (N=67) perceptions of differentiation at different stages of their pedagogical studies. The participants visualised an “ideal language learning situation” and completed several teaching-related metaphors at the start of their studies. The participants returned to reflect on these outputs in writing at the end of their studies. Moreover, seven participants collectively reflected on them in group discussions. The data were analysed using thematic content analysis. Although differentiation did not appear very strongly in the visualisations and metaphors, some elements of differentiation were evident in them. In the reflective texts and group discussions, the participants emphasised the importance of differentiation more clearly. The results suggest that the ideal of differentiation is already present at some level when pre-service teachers start their teacher education and that they are able to adopt it more accurately during their pedagogical studies, albeit still to a somewhat limited extent.
Published Version
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