Differentiated Instruction (DI) is put forward as a mean to create more inclusive classrooms. Although favoured in theory, empirical studies reveal several challenges when teachers implement DI. Building on the concept of professional vision, this study hypothesizes that teachers’ competences of DI is connected to their ability to notice and to reason about inclusive teaching practices. In the methodology, two instruments are used: the e-PIC videography tool, that maps teachers their noticing and reasoning, and the DI-Quest that measures the teachers’ self-reported beliefs and practices of DI. Exploring teachers’ professional vision about inclusive teaching practices, this study found two similar groups in both primary and secondary education. The first group of teachers have strong noticing abilities. When judging, they gave high importance to arguments such as flexible grouping, active learning, adaptive teaching and instructional clarity. The second group of teachers showed higher misfit scores and give considerably less importance to the related reasoning arguments. When relating this profile to the self-reported beliefs and practices of DI remarkable predictive evidence is found. The study reveals that teachers’ competences to create inclusive classrooms is dependent on their ability to notice inclusive teaching features of learning environments with plausible consequences for the implementation of DI.
Original languageEnglish
Publication statusPublished - Aug 2019
Event18th Biennial EARLI Conference: Thinking Tomorrow's Education: Learning from the past, in the present and for the future - RWTH Aachen University, Aachen, Germany
Duration: 12 Aug 201916 Aug 2019


Conference18th Biennial EARLI Conference

    Research areas

  • Professional vision, Inclusive education, Differentiated Instruction Questionnaire

ID: 47601282