From Theory to Practice: Insights on Differentiated Instruction by Australian Early Career Secondary School Teachers
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| Title: | From Theory to Practice: Insights on Differentiated Instruction by Australian Early Career Secondary School Teachers |
|---|---|
| Language: | English |
| Authors: | Kathryn Gibbs (ORCID |
| Source: | Asia-Pacific Journal of Teacher Education. 2026 54(1):57-73. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Teachers, Beginning Teachers, Individualized Instruction, Teaching Styles, Teacher Attitudes, Self Efficacy, Teaching Experience, Knowledge Base for Teaching, Educational Strategies |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1359866X.2025.2598819 |
| ISSN: | 1359-866X 1469-2945 |
| Abstract: | Differentiated instruction has emerged as an effective teaching approach recommended for use in classrooms as a means to address learner diversity. While research on differentiated instruction in Australia is growing, little attention has been given to early career teachers perceptions, so it is timely to examine their views on how they practice and operationalise this teaching practice. Six early career teachers from one large government secondary school took part in semi-structured interviews. Data were analysed using reflexive thematic analysis. Two major themes were identified which were understandings of differentiated instruction and informing factors to the implementation of differentiated instruction. Findings revealed that the early career teachers use intermittent surface-level differentiated instruction, including teaching strategies such as scaffolding tasks, teacher modelling, and flexible grouping of students to cater for the diversity of academic needs in their classrooms. This study adds to evidence indicating that teacher education programs need to ensure that new graduates are well prepared to differentiate instruction and that school leaders need to mentor and provide ongoing professional learning opportunities to enable early career teachers to build on their capacity to teach to the diversity evidenced in Australian classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495957 |
| Database: | ERIC |
| Abstract: | Differentiated instruction has emerged as an effective teaching approach recommended for use in classrooms as a means to address learner diversity. While research on differentiated instruction in Australia is growing, little attention has been given to early career teachers perceptions, so it is timely to examine their views on how they practice and operationalise this teaching practice. Six early career teachers from one large government secondary school took part in semi-structured interviews. Data were analysed using reflexive thematic analysis. Two major themes were identified which were understandings of differentiated instruction and informing factors to the implementation of differentiated instruction. Findings revealed that the early career teachers use intermittent surface-level differentiated instruction, including teaching strategies such as scaffolding tasks, teacher modelling, and flexible grouping of students to cater for the diversity of academic needs in their classrooms. This study adds to evidence indicating that teacher education programs need to ensure that new graduates are well prepared to differentiate instruction and that school leaders need to mentor and provide ongoing professional learning opportunities to enable early career teachers to build on their capacity to teach to the diversity evidenced in Australian classrooms. |
|---|---|
| ISSN: | 1359-866X 1469-2945 |
| DOI: | 10.1080/1359866X.2025.2598819 |
