Secondary School Teachers' Teaching Beliefs and Readiness for Differentiated Instruction: Two Case Studies in Hong Kong

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-27 - Division I Roundtable A: Professional Identity

Abstract

Catering for learner diversity is one of the major concerns in Hong Kong curriculum reform. Differentiated instruction is regarded as an effective way for catering learner diversity. Using a questionnaire and focus group interviews, this mixed-method study aims to explore teachers’ beliefs and readiness for differentiated instruction in two Hong Kong secondary schools. Key research questions included (1) What are teachers’ teaching beliefs with respect to differentiated instruction?, (2) To what extent do teachers feel they are ready for differentiating instruction for diverse students?, and (3) Are teachers’ teaching beliefs and readiness associated with demographic characteristics?. Findings demonstrated that teachers held positive attitudes and readiness towards differentiation. Discussion and implications are presented at the end of the paper.

Authors

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

• Ylena Yan Wong, The Chinese University of Hong Kong

• David Chong-Kwai Yeung, Chinese University of Hong Kong

• Thomas Wing-Ki Lee, The Chinese University of Hong Kong

• Kelvin Shing-Pan Chong, The Chinese University of Hong Kong