Open AccessPrimary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography
Author(s) -
Aikaterini Klonari,
Eleni Koutaleli
Publication year - 2017
Publication title -
international journal of education
Language(s) - English
Resource type - Journals
ISSN - 1948-5476
DOI - 10.5296/ije.v9i3.11893
Subject(s) - differentiated instruction , mathematics education , obstacle , school teachers , sample (material) , teaching method , cognitively guided instruction , pedagogy , psychology , geography , chemistry , archaeology , chromatography
This paper presents the results of a study on Primary Education teachers’ attitudes towards and views on the implementation of differentiated instruction on Geography. The research tool was a questionnaire with 16 open and closed questions, which was distributed to a sample of 173 teachers teaching in 45 out of 99 pilot schools throughout Greece in 2014. The results of the research have shown that: a) a large number of teachers state that they are adequately, well and very well familiar with differentiated instruction; b) most teachers believe that students’ learning readiness, interests, and learning profile - combined with the use of a series of educational equipment and materials - constitute a very crucial parameter for the proper implementation of differentiated instruction; c) most teachers maintain that research in groups is a very useful teaching strategy for differentiated instruction; and d) a significant number of teachers consider lack and organisation of teaching time as the main obstacle in designing and implementing differentiated instruction on Geography.