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Inclusive practices in primary and secondary schools: from noticing to adaptive teaching. / Gheyssens, Esther; Consuegra, Els; Engels, Nadine; Struyven, Katrien.

2019. Paper presented at 18th Biennial EARLI Conference, Aachen, Germany.

Research output: Unpublished contribution to conferenceUnpublished paperResearch

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Gheyssens, E, Consuegra, E, Engels, N & Struyven, K 2019, 'Inclusive practices in primary and secondary schools: from noticing to adaptive teaching' Paper presented at 18th Biennial EARLI Conference, Aachen, Germany, 12/08/19 - 16/08/19, .

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BibTeX

@conference{1adaec5237894abdb3bca00abf3bb9cd,
title = "Inclusive practices in primary and secondary schools: from noticing to adaptive teaching",
abstract = "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.",
keywords = "Professional vision, Inclusive education, Differentiated Instruction Questionnaire",
author = "Esther Gheyssens and Els Consuegra and Nadine Engels and Katrien Struyven",
year = "2019",
month = "8",
language = "English",
note = "18th Biennial EARLI Conference : Thinking Tomorrow's Education: Learning from the past, in the present and for the future ; Conference date: 12-08-2019 Through 16-08-2019",

}

RIS

TY - CONF

T1 - Inclusive practices in primary and secondary schools: from noticing to adaptive teaching

AU - Gheyssens, Esther

AU - Consuegra, Els

AU - Engels, Nadine

AU - Struyven, Katrien

PY - 2019/8

Y1 - 2019/8

N2 - 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.

AB - 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.

KW - Professional vision

KW - Inclusive education

KW - Differentiated Instruction Questionnaire

M3 - Unpublished paper

ER -

ID: 47601282