Differentiated learning has been identified as an effective pedagogical philosophy that guides lesson preparation so that educators can teach effectively in inclusive classrooms. The purpose of the study is to find out if preservice teachers can prepare lessons that cater for diverse learners. A qualitative research approach was utilised to explore preservice teachers’ knowledge of differentiated instruction in the context of economics teaching and learning. A total of 60 preservice teachers’ lessons were analysed to find out if lesson objectives and lesson activities were differentiated. Data was collected through document analysis and interviews. The results indicate that most of the preservice teachers are not able to plan lessons for differentiated classrooms. The recommendation is that teacher education should equip pre-service teachers entering the workforce with effective differentiation instruction and inclusive pedagogy to meet the needs of diverse learner populations. Educators should have the necessary abilities, knowledge, and dispositions to meet the needs of all learners in the mainstream classrooms.

Authors:
Beatrice Ngulube, Tshwane University of Technology, South Africa

About the Presenter(s)
Dr Beatrice Ngulube is a University Assistant Professor/Lecturer at Tshwane University of Technology in South Africa

See this presentation on the full schedule – On Demand Schedule

Bookmark