Not Ready for Reality: Differentiated Instruction Gaps in K–12 Teacher Preparation in Secondary Schools

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: From Policy to Practice: Equity, Mentorship, and Transformative Learning in Preservice Teacher Education

Abstract

This qualitative study investigates gaps in secondary teacher preparation for differentiated instruction (DI), with a focus on STEM education. Using a phenomenological approach, we conducted semi-structured interviews with 20 secondary teachers in Texas and analyzed syllabi from five teacher education programs. Findings reveal that DI is often introduced theoretically but lacks meaningful clinical application. Teachers reported structural barriers, such as large class sizes and rigid pacing, that hinder implementation. Many relied on trial-and-error or informal supports post-licensure. The study draws on Tyler’s Rationale (1949) and Tomlinson’s DI (1999, 2014) theory to examine misalignments between preparation and practice, offering actionable insights for equity-centered teacher education reform.

Authors

• Shiyu Dai, University of North Texas

• Yishun Liu, University of Kansas