Instructor Modeling and Experiential Learning: How Student-Teachers Experience Differentiated Instruction

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Modeling and Analyzing Teacher Practices and Perspectives in Teacher Education (Table 9)

Abstract

Instructor role-modeling yields benefits in student-teachers’ academic and efficacy outcomes. Yet, the teacher education community has been slow to enact teaching practices congruent with what they teach. This qualitative research study investigates how 33 student-teachers in Singapore respond to instructor role-modeling and experiential learning of differentiated instruction, a pedagogical approach from the U.S. The study found that student-teachers’ metacognition improved, as with their efficacies related to DI. Further, student-teachers desired more autonomy and active roles beyond experiencing role-modeling, and these can be supplemented through experiential learning opportunities, potentially extending Lunenberg et al.’s (2007) typology of modelling beyond four categories. By co-opting student-teachers via experiential learning to complement instructor role-modeling, student-teachers become more efficacious in enacting educational ideas borrowed from abroad.

Authors

• Tang T. Heng, Nanyang Technological University
  Presenting Author

• Chen Deng, National Institute of Education - Nanyang Technological University
  Presenting Author

• William Wong, National Institute of Education - Nanyang Technological University
  Non-Presenting Author