Sınıf Öğretmeni Adaylarının Öğretimi Farklılaştırma Becerilerinin Geliştirilmesi
Özet
The purpose of this study is to examine what the competencies for the DIA might be, and
with which practices pre-service teachers can acquire these competencies. For this
purpose, teacher competencies for DIA were determined, and a course was planned to gain
these competencies. After the course, the skills gained by the pre-service teachers
regarding DIA were evaluated. Classroom teachers are the first teachers to differentiate
instruction in order to respond to differences. For this reason, the participants of the
research consisted of 22 pre-service classroom teachers selected with criterion sample
from an education faculty in the 2019-2020 academic year. In this single case study, data
were obtained through observation, interviews, and documents. Data were analyzed by
content analysis. According to the finding, before the course, pre-service classroom
teachers didn’t have knowledge and skills about DIA. They could define DIA conceptually,
and could explain its principles and importance after the course. When the post lesson plans
and the interviews were examined holistically, it was determined that each participant
enhance the DIA skills, but different levels. Participants reflected DIA in their lesson plans
at an effective, moderate, and low level. The major distinction between the levels is the
effective identification of individual differences, and the adjustments to respond to these
differences. For making the distinctions between the levels visible, findings are presented
by describing them. The study contributes to the field of the primary education in terms of
providing results that can be used in teacher education, and suggestions to researchers.
