Conceptions of Differentiated Instruction: A Phenomenographic Study of Primary School Teachers in Hong Kong

• In Event: Teacher Preparedness for Diverse Learners

Abstract

Differentiated instruction is commonly recognized as an effective yet complex approach to improving student learning. This phenomenological study aims at exploring how teachers experience the implementation of differentiated instruction in the context of a school-university partnership programme, with two specific objectives: (a) explore teachers’ experience in implementing differentiated instruction during the school-university partnership programme, and (b) identify what factors influence the teachers’ experiences in implementing differentiated instruction during the programme. Data collection methods contained teacher focus group interviews as assisted by drawing and storytelling methods. The study identified two main aspects about the implementation of differentiated instruction: Feelings about differentiated instruction implementation and factors affecting differentiated instruction implementation. Implications for practice and research are discussed.

Authors

• Suet Ying Yuen, The Chinese University of Hong Kong
  Presenting Author

• Chun-Yin Leung, Chinese University of Hong Kong
  Presenting Author

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