Professional Profile of Teachers Using Differentiated Instruction

Professional Profile of Teachers Using Differentiated Instruction

• Mirela Moldoveanu, Université du Québec à Montréal, Canada

• Naomi Grenier, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2020.522

Résumé

In a context where the integration of special needs students into regular classrooms requires an adaptation of pedagogical practices and the implementation of inclusive approaches, differentiated instruction always seem to present challenges for teachers. In order to contribute to the documented and effective courses of action, this research first drew the profile of teachers who systematically use differentiated instruction. The results were analyzed from the point of view of relationships with characteristics of school environments and with components of teacher professional development.

Abstract

In a context where the integration of special needs students into regular classrooms requires an adaptation of pedagogical practices and the implementation of inclusive approaches, differentiated instruction always seem to present challenges for teachers. In order to contribute to the documented and effective courses of action, this research first drew the profile of teachers who systematically use differentiated instruction. The results were analyzed from the point of view of relationships with characteristics of school environments and with components of teacher professional development.