The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction

Autor/inn/en	Ekstam, Ulrika; Linnanmäki, Karin; Aunio, Pirjo
Titel	The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction
Quelle	In: LUMAT: International Journal on Math, Science and Technology Education, 5 (2017) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2323-7112
Schlagwörter	Teacher Characteristics; Individualized Instruction; Secondary School Mathematics; Secondary School Teachers; Secondary School Students; Mathematics Instruction; Teacher Certification; Teaching Experience; Self Efficacy; Special Education Teachers; Mathematics Teachers; Foreign Countries; Team Teaching; Finland + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Ausland; Teamteaching; Finnland
Abstract	This study aimed to investigate how teachers' certification status, experience in instruction, and teachers' efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers' efficacy beliefs were related to differentiation in content, flexible examination models, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers' efficacy beliefs as well as implementing a strong collaboration between different teacher groups. (As Provided).
Anmerkungen	LUMA Centre Finland. A.I. Vrtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://www.lumat.fi/index.php/lumat/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01