DEVELOPING SKILLS TO DIFFERENTIATED INSTRUCTION IN PRESERVICE TEACHERS
DEVELOPING SKILLS TO DIFFERENTIATED INSTRUCTION IN PRESERVICE TEACHERS

Summary/Abstract: This pilot study analyzes the development of differentiation skills in preservice teachers enrolled in a community-based model of teacher education in the United States. The study analyzes teacher narratives collected from ten preservice teachers during their last year of a community-based model of teacher education. Teacher narratives were analyzed to determine how they differentiated instruction for culturally diverse learners. Four of the preservice teachers were followed into their first year of teaching to determine if their strategies for differentiating instruction changed. Findings indicate that preservice teachers apply instructional strategies to the entire group, rarely taking into consideration individual learners’ needs. However, when preservice teachers became classroom teachers, they reported that they do consider individual learners’ needs when making instructional decisions and include higher-levels of differentiated instruction in their daily practice.

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