A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

被引：1
作者：
Meutstege, Kyra [1 ]
Vrielink, Marlijn [1 ]
van Geel, Marieke [1 ]
Visscher, Adrie J. [1 ]
机构：
[1] Univ Twente, Sect Teacher Dev, Enschede, Netherlands
来源：
FRONTIERS IN EDUCATION | 2023年 / 8卷
关键词：
teacher professional development; differentiated instruction; teacher skills and knowledge; cognitive task analysis; secondary education;
D O I：
10.3389/feduc.2023.1171554
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show what providing DI in secondary education entails, which is valuable for designing teacher professional development programs for DI at that level.
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页数：14
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