A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

Frontiers in Education

Education

Adrie J. Visscher¹  Marlijn Vrielink¹  Marieke van Geel¹  Kyra Meutstege² 

[1] Section of Teacher Development, University of Twente, Enschede, Netherlands;null;

关键词: teacher professional development;    differentiated instruction;    teacher skills and knowledge;    cognitive task analysis;    secondary education;   

DOI  :  10.3389/feduc.2023.1171554

 received in 2023-02-22, accepted in 2023-10-10,  发布年份 2023

来源: Frontiers

【 摘 要 】

Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show what providing DI in secondary education entails, which is valuable for designing teacher professional development programs for DI at that level.

【 授权许可】

Unknown   
Copyright © 2023 Meutstege, Vrielink, van Geel and Visscher.