The impact of the teacher in the development of modern differentiated instruction

Abstract

The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences