Supervisors info:
Σφυρόερα Μαρία, Επίκουρη Καθηγήτρια, Σχολή Επιστημών της Αγωγής Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, ΕΚΠΑ
Summary:
Differentiated pedagogy is the adaptation of teaching to enable teachers to respond to the different needs of pupils in mixed-capacity classes, taking into account the differences of their pupils. Although a lot of research has been carried out on the benefits of differentiated pedagogy to teaching, there are few that highlight the way it is perceived by preschool teachers, the practices they use, the difficulties they face, and what it is they believe that could help them exploit it to a greater extent. The focus and purpose of this paper is all of the above and this is the basis of the research questions. The theoretical framework underlying the theory of differentiated pedagogy is constructivism. This paper is a qualitative research and its aim is to interpret and to understand . The research method used was the qualitative interview because of its flexiblility. 9 preschool teachers , with many years of professional experience who take advantage of differentiated pedagogy and work in Greek public preschools, , have replied to the research questions:
1. How do they perceive the concept of differentiated pedagogy?
2. Do they apply differentiated pedagogy practices in their classes and why do they choose it?
3. What practices of differentiated pedagogy do they usually use in their classes?
4. What difficulties and obstacles do they face in implementing the differentiated pedagogy?
5. What do they consider would help them exploit differentiated pedagogy to a greater degree?
The data collected from the transcript of the interviews were analysed in 2 phases (disubjectivity) using the content analysis method and analysis into categories. As general conclusions of the particular research, it could be said that, at least as far as preschool teachers of previous generations are concerned, they received little or no education on differentiated pedagogy during their undergraduate studies. In addition, preschool teachers who apply practices of differentiated pedagogy mostly focus on the practices relating to language literacy and the arts, even when using projects. Finally, although in the definitions given by the responding teachers (who utilize differentiated pedagogy,) there were no misconceptions as to what they understand as differentiated teaching, the reported difficulties and the solutions to these difficulties, are contradictory to the definitions given and coincide with entrenched perceptions and beliefs as well as with misconceptions.
Keywords:
differentiated pedagogy, kindergarten, infant definitions, differentiated pedagogy practices, application difficulties
