Broadening Pre-Service English Language Teachers’ Perceptions of Differentiation Relying on the 5D Model

Anssi Roiha
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引用次数: 2

Abstract

Abstract Differentiation has gained increasing attention in contemporary pedagogy as an approach to cater for student diversity. However, particularly novice and pre-service teachers seem to struggle with applying it in practice. The aim of this study was to increase pre-service English teachers’ understanding of differentiation in Finland. Differentiation was approached through the 5-Dimensional (5 D) model of differentiation created by the author (e.g., Roiha & Polso, 2021b). The data of the study are 14 students’ learning journals written at the end of the course in which they reflected on the course content. The data were analyzed following thematic analysis. The findings showed that some students had formed a fairly progressive and wide understanding of differentiation whereas others still perceived it in a more restricted way. While almost all students regarded differentiation as highly important, many voiced several challenges for its effective implementation. Overall, the findings of this study imply that although the 5 D model had provided the students with a basic understanding of differentiation, many students still viewed differentiation predominantly through teaching methods. Therefore, it would be important in the future to emphasize other dimensions of the model, such as assessment or learning environment, to expand students’ perceptions of differentiation even more.
基于5D模型的职前英语教师差异化认知拓展
摘要差别化作为一种迎合学生多样性的教学方法,在当代教育学中受到越来越多的关注。然而,特别是新手和职前教师似乎很难将其应用于实践。本研究旨在增进芬兰职前英语教师对差异的了解。通过作者创建的5维(5d)分化模型(例如,Roiha & Polso, 2021b)来探讨分化。本研究的数据是14名学生在课程结束时写的学习日志,其中他们对课程内容进行了反思。数据按照专题分析进行分析。研究结果表明,一些学生对差异已经形成了相当进步和广泛的理解,而另一些学生对差异的理解仍然比较局限。虽然几乎所有的学生都认为差异化非常重要,但许多人提出了有效实施差异化的几个挑战。总体而言,本研究的结果表明,尽管5d模型为学生提供了对分化的基本理解,但许多学生仍然主要通过教学方法来看待分化。因此,未来强调模型的其他维度,如评估或学习环境,以进一步扩大学生对差异化的认知是很重要的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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