Prospective teachers' teaching beliefs about differentiated instruction in Hong Kong and Turkey

• Sally Wai-Yan Wan ^[1] ; Ruhan Karadag ^[2]
  1. [1] Chinese University of Hong Kong

     Chinese University of Hong Kong

     RAE de Hong Kong (China)

     
  2. [2] Adıyaman University

     Adıyaman University

     Turquía

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 823-835
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Differentiated instruction (DI) is widely accepted and considered as an evidence-based approach to catering to learner diversity in the official educational policies over the global world. Yet scarce research has been done to understand teaching beliefs upon differentiated instruction in different cultural settings. Differentiated instruction has been promoted in the curriculum policies in Hong Kong and Turkey. This is a quantitative study to investigate and compare Hong Kong and Turkish student teachers’ teaching beliefs regarding differentiated instruction in two different cultural contexts - Asia and Europe. Data were collected with a 6-point Likert scale instrument of teaching beliefs upon differentiated instruction. Descriptive data analysis was done, including frequency, percentage, standard deviation, arithmetic average. Inferential data analysis was carried out with the use of ANOVA tests to explore relationship between regions (independent variable) and teaching beliefs (dependent variable). Findings include comparisons of teaching beliefs between Hong Kong and Turkish prospective teachers. Implications for teacher education and future research directions are discussed.