Teacher Educators’ Perspectives and Experiences towards Differentiated Instruction

Abstract

This study was conducted to investigate teacher educators' perspectives and their experiences toward differentiated instruction employing an explanatory sequential mixed research design. By administering a random sampling and purposive sampling technique, 67 teacher educators from three higher institutions. Data were collected using a questionnaire and interview. The results indicated that teacher educators recognised the differentiated instruction approach as essential to use in a diverse classroom. Increased motivation, improved relationship between learners and teacher educators, and narrowed achievement gap of learners were some reported attainments. On the other hand, the limited number of trained teacher educators, miss-conception of differentiated instruction, the large size of the class, limited access to professional development training, and shortage of facilities were identified as hindering factors. Finally, the provision of adequate practical courses in teacher training programs, conducting awareness through various academic events, and fulfilling required facilities and educational inputs were recommended.