Exploring Teachers' Perceptions and Practices of Differentiated Instruction in Hong Kong

• In Event: Experiential and Active Learning in Professions Education

Abstract

The aims of this study were to examine the status quo of Hong Kong teachers’ perceptions and practices of differentiated instruction. A total of 416 primary and secondary teachers responded to the Chinese version of Differentiated Instruction Questionnaire (C-DIQ), where relations among the five constructs of the instrument were explored. Findings indicate that Hong Kong teachers scored the highest in ‘assessment for learning (AfL)’ and the lowest in ‘curriculum flexibility’. Besides, the new structural model of C-DIQ demonstrated a mediation effect of adaptive teaching between curriculum flexibility and teachers’ mindset with a variety of groupings and AfL. This paper detailed the implications of the findings for educators and researchers.

Authors

• Suet Ying Yuen, The Chinese University of Hong Kong

• Chun-Yin Leung, Chinese University of Hong Kong

• Sally Wai-Yan Wan, The Chinese University of Hong Kong