Understanding teachers’ mindset regarding differentiated instruction: issues related to curriculum planning

Abstract

ABSTRACT One of the main challenges of the current school education system is responding appropriately to students’ diversity within the classroom. As an instructional approach that acknowledges students’ diversity, differentiated instruction has been increasingly recognised as an important means for inclusive education. Despite its recognised advantages, only a few teachers consistently implement it for various reasons. Considering the importance of differentiation for developing an inclusive education and the fact that curriculum planning is essential for effective differentiation, this paper aims to explore the correlation between teachers’ assumptions and beliefs regarding curriculum and curriculum planning and the difficulties they perceive in designing and implementing differentiated instructional plans. To achieve this goal, researchers developed an in-service training programme that spanned the entire school year, involving six teachers as research cases. Data collection methods included reflective portfolios, interviews, and observation of teachers’ lessons. Results showed that when teachers were challenged to plan a differentiated lesson, they became aware of their mindset, were able to reflect on it, and consistently changed some of their teaching practices. They also showed that teachers’ mindsets regarding curriculum and curriculum planning were related to how they perceived difficulties in designing and implementing their instructional plans.