Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

DeCoito, Isha

2nd Supervisor

Puvirajah, Anton

Co-Supervisor

Abstract

Differentiated instruction (DI) is a teaching philosophy that addresses learning for students of diverse backgrounds, abilities, and interests. This study explores teacher candidates’ (TCs’) preparation to implement DI in a STEM curriculum and pedagogy course in a teacher education program at a Canadian university. The course is enriched with DI resources and training focused on equity, diversity, and inclusion (EDI). The course’s efficacy in enhancing TCs’ professional knowledge of DI is explored through the following research questions: 1) What are intermediate-secondary STEM TCs’ views and understandings of DI? 2a) How do TCs develop the curriculum to be inclusive of DI strategies? 2b) What successes and challenges do TCs encounter when developing DI-focused curricula? 2c) What models of technology-enhanced DI do TCs incorporate in their lessons? 3) How do TCs implement DI in their practicum? and 4) What are TCs’ intentions to integrate DI in their future careers? The study adopts a mixed-method approach, in which data sources include pre-post questionnaires, semi-structured interviews, and TCs’ course work. Findings suggest that the course resulted in a notable improvement in TCs’ DI views; a deeper understanding of DI principles and strategies in relation to EDI principles; and TCs’ improved ability to integrate DI practices in their assignments. TCs also implemented those practices in their practicum after the course ended, indicating potential retention of the acquired knowledge and skills. Additionally, the study shows the potential of technology facilitating DI in secondary science classrooms.

This research highlights the importance of explicit, reflective, and contextualized training experiences aimed at enhancing TCs’ preparation to integrate DI in their practices. The study equips STEM teachers and TCs with practical tools to differentiate their instruction by showcasing exemplary resources and strategies. Moreover, this research informs teacher educators, heads of departments, and curriculum designers about practical measures to include DI practices in their trainings, as they may perceive the findings relevant to their professional development plans. Furthermore, the study shows that EDI practices such as DI can and must be woven into all courses and requirements of teacher education programs, rather than restricting those principles to inclusive education courses only.

Summary for Lay Audience

Canadian classrooms are highly heterogenous and known for student diversity. Thus, many policies are in place heralding equitable and inclusive teaching practices. Yet, research exploring the enactment of these policies and teacher preparation to implement them is scarce. This research focuses on differentiated instruction (DI), which is an inclusive teaching approach aimed at addressing the diverse needs, interests, academic achievement levels, and backgrounds of various students in a classroom. The study explores teacher candidates’ (TCs’) preparation to implement DI in a science, technology, engineering and mathematics (STEM) curriculum and pedagogy course in a teacher education program at a Canadian university. The course is enriched with DI resources and training focused on equity, diversity, and inclusion. The course’s efficacy in enhancing TCs’ professional knowledge of DI is explored through the following research questions: 1) What are intermediate-secondary STEM TCs’ views and understandings of DI? 2a) How do TCs develop the curriculum to be inclusive of DI strategies? 2b) What successes and challenges do TCs encounter when developing DI-focused curricula? 2c) What models of technology-enhanced DI do TCs incorporate in their lessons? 3) How do TCs implement DI in their practicum? and 4) What are TCs’ intentions to integrate DI in their future careers?

To answer these questions, the study adopts a mixed-method approach, in which data sources include pre-post questionnaires, semi-structured interviews, and TCs’ course work. Findings show that the course resulted in a notable improvement in TCs’ DI views and a deeper understanding of DI principles and strategies. TCs also implemented those practices in their practicum after the course ended, indicating potential retention of the acquired knowledge and skills. The study highlights the importance of opportunities and experiences aimed at enhancing TCs’ preparation to integrate DI in their practices. As such, findings are relevant to teacher educators in Canadian universities, in-service and pre-service teachers, curriculum designers, school administrators, and policy makers.

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