The essential role of teacher self-efficacy and enthusiasm for differentiated instruction

被引：2

作者：

Kalinowski, Eva ^{[1
]}

Westphal, Andrea ^{[2
]}

Jurczok, Anne ^{[1
,3
]}

Vock, Miriam ^{[1
]}

机构：

[1] Univ Potsdam, Empir Unterrichts & Interventionsforsch, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany

[2] Univ Greifswald, Interdisziplinare Lehr Lernforsch & Schulentwicklu, Steinbeckerstr 15, D-17487 Greifswald, Germany

[3] Senatsverwaltung Bildung Jugend & Familie, Bernhard Weiss Str 6, D-10178 Berlin, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 148卷

关键词：

Differentiated instruction; Assessment; Teacher self -efficacy; Teacher enthusiasm; High -achieving students; STUDENTS; MOTIVATION; COMPETENCE; REGRESSION; CLASSROOMS; ATTITUDES; QUALITY;

D O I：

10.1016/j.tate.2024.104663

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines which professional characteristics may help elementary school teachers (N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achievement levels, but not for high achievers; they were more closely linked with DI when teachers reported higher enthusiasm and self-efficacy. These results suggest that teacher educators can foster DI by strengthening teacher self-efficacy and enthusiasm in addition to assessment activities during lesson planning.

引用

页数：18

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