The impact of labelling students with learning difficulties on teacher self-efficacy in differentiated instruction

IF 1.3 Q3 EDUCATION, SPECIAL
Tom Porta, Nicole Todd
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引用次数: 0

Abstract

Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior-secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian states, to investigate how teachers in senior-secondary schooling, differentiate for students with learning difficulties. Findings indicated that when students had labelled learning difficulties as recognised by other professionals, teachers expressed being able to differentiate more easily with greater self-efficacy, as compared with differentiating for students who teachers themselves considered were experiencing difficulties in their learning but had no label assigned to them. Teachers voiced that learning difficulties was a broad concept, with each teacher defining learning difficulties differently. This suggests that with the broad nature of learning difficulties, teachers may struggle to differentiate accordingly, leading to lower self-efficacy beliefs. While labelled learning difficulties provide guidance for differentiating, this may also see teachers differentiating based on preconceived ideas and for students with special needs, rather than individual students' current understanding. Implications for future practice are discussed.

标记学习困难学生对差别化教学中教师自我效能的影响
差别化教学(DI)是一种所有学生都能参与学习并在学业上取得成就的教学框架。虽然人工智能适用于所有学生,但在澳大利亚的高中,对有学习困难的学生进行人工智能的研究很少。这项研究是一项更大的研究的一部分,该研究在澳大利亚的两个州招募了12名参与者,调查高中教师如何区分有学习困难的学生。研究结果表明,当学生将学习困难贴上其他专业人士认可的标签时,教师表示能够更容易区分,自我效能感更强,相比之下,教师自己认为在学习中遇到困难但没有给他们贴上标签的学生则能够更容易区分。老师们表示,学习困难是一个广泛的概念,每个老师对学习困难的定义不同。这表明,由于学习困难的广泛性质,教师可能难以相应地区分,从而导致较低的自我效能感信念。虽然标记学习困难为区分提供了指导,但这也可能导致教师根据先入为主的想法和有特殊需要的学生进行区分,而不是根据个别学生目前的理解。讨论了对未来实践的影响。
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来源期刊
CiteScore
3.00
自引率
6.70%
发文量
34
期刊介绍: Journal of Research in Special Educational Needs (JORSEN) is an established online forum for the dissemination of international research on special educational needs. JORSEN aims to: Publish original research, literature reviews and theoretical papers on meeting special educational needs Create an international forum for researchers to reflect on, and share ideas regarding, issues of particular importance to them such as methodology, research design and ethical issues Reach a wide multi-disciplinary national and international audience through online publication Authors are invited to submit reports of original research, reviews of research and scholarly papers on methodology, research design and ethical issues. Journal of Research in Special Educational Needs will provide essential reading for those working in the special educational needs field wherever that work takes place around the world. It will be of particular interest to those working in: Research Teaching and learning support Policymaking Administration and supervision Educational psychology Advocacy.
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