Teacher Competencies for Differentiated Instruction Approach
Yıl: 2022 Cilt: 51 Sayı: 2 Sayfa Aralığı: 1377 - 1416 Metin Dili: İngilizce DOI: 10.14812/cuefd.1072058 İndeks Tarihi: 22-03-2023
Teacher Competencies for Differentiated Instruction Approach
Öz: Differentiated instruction is an approach ensuring the fairness in education. Therefore, it is a professional responsibility of teachers to differentiate the instruction. In this study, it is aimed to specify the competencies for the differentiated instruction approach. In compliance with the nature and context of the research question, the method of examination of the relevant field literature was chosen to specify the competencies. In this research, document analysis method, one of the qualitative approaches, was used. The data source of the study consist of peer reviewed publications and basic reference books related to the differentiated instruction approach. Competencies specified through the analysis of the data sources are grouped under the certain themes along with their findings. Subsequently, competencies were finalized by taking the expert opinions. As a result of the research, 39 teacher competencies were identified under the three competency area; knowledge, skill and belief. In line with the use of the identified competencies, suggestions for research and practice were made.
Anahtar Kelime: Farklılaştırılmış Öğretim Yaklaşımına Yönelik Öğretmen Yeterlikleri
Öz: Farklılaştırılmış öğretim, eğitimde adaleti sağlayan bir yaklaşımdır. Bu nedenle öğretmenlerin, öğretimi farklılaştırması profesyonel bir sorumluluktur. Bu çalışmada, farklılaştırılmış öğretim yaklaşımına yönelik yeterliklerin belirlenmesi amaçlanmıştır. Araştırma sorusunun doğası ve bağlamına uygun olarak, yeterliklerin belirlenmesi için ilgili alan literatürünün incelenmesi yöntemi seçilmiştir. Araştırmada nitel yaklaşımlardan doküman analizi yöntemi kullanılmıştır. Çalışmanın veri kaynağını, farklılaştırılmış öğretim yaklaşımıyla ilgili hakemli yayınlar ve temel kaynak kitaplar oluşturmaktadır. Veri kaynaklarının analiz edilmesiyle tespit edilen yeterlikler, bulgularıyla birlikte belli temalar altında toplanmıştır. Ardından uzmanlardan görüş alınarak yeterliklere son hâli verilmiştir. Araştırmanın sonucunda bilgi, beceri ve inanış olmak üzere üç yeterlik alanı altında 39 öğretmen yeterliği tespit edilmiştir. Belirlenen yeterliklerin kullanılması doğrultusunda araştırma ve uygulamaya dönük önerilerde bulunulmuştur.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Baxter, J. D. (2013). How teacher training affects the implementation of differentiated instruction at the elementary level. Unpublished doctoral dissertation, Capella University, USA.
- Beler, Y. ve Avcı, S. (2011). Öğretimin farklılaştırılmasında etkili bir strateji: Katlı öğretim. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 109-126. https://dergipark.org.tr/tr/download/article-file/1492283
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
- Brighton, C. M., Hertberg, H.L., Moon, T.R., Tomlinson, C.A., & Callahan, CM. (2005). The feasibility of high-end learning in a diverse middle school. The National Research Center on the Gifted and Talented.
- Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage.
- Çam, Ş. S. (2013). Öğretmenlerin farklılaştırılmış öğretim yaklaşımını uygulama ve buna ilişkin yetkinlik düzeyleri. Yayınlanmamış yüksek lisans tezi, Eskişehir Osmangazi Üniversitesi, Eskişehir.
- Dack, H. (2019a). The role of teacher preparation program coherence in supporting candidate appropriation of the pedagogical tools of differentiated instruction. Teaching and Teacher Education: An International Journal of Research and Studies, 78(1), 125-140. https://doi.org/10.1016/j.tate.2018.11.011
- Dack, H. (2019b). Understanding teacher candidate misconceptions and concerns about differentiated instruction. The Teacher Educator, 54(1), 22-45. https://doi.org/10.1080/08878730.2018.1485802
- Demir, S. ve Gürol, G. (2015). Farklılaştırılmış öğretim yöntemlerinin derin ve yüzeysel öğrenen öğrencilerin kalıcılık puanları üzerindeki etkisi. Pegem Eğitim ve Öğretim Dergisi, 5(2), 187-206. http://dx.doi.org/10.14527/pegegog.2015.010
- Demirkaya, A. S. (2018). Sınıf öğretmenlerinin farklılaştırılmış öğretime yönelik yeterlik ve uygulama düzeylerine ilişkin algıları. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
- Dillon-Guy. (2014). Differentiated instruction for responsive teaching in elementary education student teachers’ classrooms. Unpublished Doctoral Dissertation. University of North Dakota, USA.
- Durmuş, T. (2017). Hayat bilgisi dersinde kullanılan farklılaştırılmış öğretim modelinin, öğrencilerin başarı düzeyleri ve tutumlarına etkisi. Yayınlanmamış doktora tezi, Ondokuz Mayıs Üniversitesi, Samsun.
- Ekinci, O. (2016). Farklılaştırılmış öğretim yaklaşımının ilkokul üçüncü sınıf öğrencilerinin matematik dersindeki başarısına ve tutumuna etkisi. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
- Ferrier, A. M. (2007). The effects of differentiated instruction on academic achievement in a second-grade science classroom. Unpublished doctoral dissertation. Walden University. USA.
- Fields-Holmes, L. (2008). Teachers’ perception of a differentiated instruction professional development program. Unpublished doctoral dissertation. University of Alabama, USA.
- Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and application (10th ed.). Pearson Education, Inc.
- Goodlad, J. I., & Anderson, R. H. (1987). The non-graded elementary school. Teachers College, Columbia University Press.
- Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies – One size doesn’t fit all (3rd ed.). Corwin.
- Gülay, A. (2021). Sınıf öğretmenlerinin farklılaştırılmış öğretim uygulamalarının incelenmesi. Yayınlanmamış doktora tezi, Trabzon Üniversitesi, Trabzon.
- Hockett, J. A. (2010). The influence of lesson study on how teachers plan for, implement, and understand differentiated instruction. Unpublished doctoral dissertation, University of Virginia, USA.
- Kerry, T., & Kerry, A. C. (1997). Differentiation: teachers’ views of the usefulness of recommended strategies in helping the more able pupils in primary and secondary classrooms. Educational Studies, 23(3), 439-457. https://doi.org/10.1080/0305569970230309
- Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimleri Enstitüsü Dergisi, 8(15), 170-189. https://dergipark.org.tr/tr/pub/susbid/issue/54983/727462
- Korthagen, F. A. J. (2004). In search of the essence of a good teachers: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
- Mansfield, R. S. (1996). Building competency models: Approaches for HR professionals. Human Resource Management, 35(1), 7-18. https://doi.org/10.1002/(SICI)1099-050X(199621)35:1<7::AID-HRM1>3.0.CO;2-2
- MEB (2017). Öğretmenlik Mesleği Genel Yeterlikleri, http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMEN LYK_MESLEYY_GENEL_YETERLYKLERY.pdf
- Roberts, J. L., & Inman, T. F. (2013). Teacher’s survival guide: Differentiating instruction in the elementary classroom. Prufrock Press.
- Salar, R., & Turgut, Ü. (2015). Implementing differentiated instruction on pre-service physics teachers: Agendas. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 682-695. https://doi.org/10.14686/buefad.v4i2.5000136908
- Scales, R. Q., DeVere Wolsey, T., Lenski, S., Smetana, L., Yoder, K. K., Dobler, E., Grislam, D. L., & Young, J. R. (2018). Are we preparing or training teachers? Developing professional judgment in and beyond teacher preparation programs. Journal of Teacher Education, 69(1), 7-21. https://doi.org/10.1177/0022487117702584
- Şahin, A. E. (2004). Öğretmen yeterliklerinin belirlenmesi. Bilim ve Aklın Aydınlığında Eğitim, 5(58), 58-62.
- Tomlinson, C. A. (1995). Differentiating instruction for advanced learners in the mixed- ability middle school. ERIC Digest E536. https://files.eric.ed.gov/fulltext/ED389141.pdf
- Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest ED443573. https://files.eric.ed.gov/fulltext/ED443572.pdf
- Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice?, Theory into Practice, 44(3), 262-269. https://www.jstor.org/stable/3497006
- Tulbure, C. (2011). Differentiated instruction for pre-service teachers: An experimental investigation. Procedia – Social and Behavioral Sciences, 30, 448-452. https://doi.org/10.1016/j.sbspro.2011.10.088
- YÖK. (2020, 18 Ağustos). Yeni YÖK üniversitelere yetki devrine devam ediyor. https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
- Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equality dimensions of educational effectiveness. Studies in Educational Evaluations, 45, 17-26. https://doi.org/10.1016/j.stueduc.2015.02.005
- Wan, S. W. Y. (2016). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22(2), 148–176. https://doi.org/10.1080/13540602.2015.1055435
- Weinert, F. E. (1999). Concepts of competence (pp. 3-34). Contribution within the OECD Project Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo). Bundesamt für Statistik.
- West, J. A., & West, C. K. (2016). Integrating differentiation in English education methods courses: Learning from the perceptions and experiences of teacher candidates. The Teacher Educator, 51(2), 115-135. https://doi.org/10.1080/08878730.2016.1151091
- Whitaker, M. C., & Valtierra, K. M. (2018). Enhancing pre-service teachers’ motivation to teach diverse learners. Teaching and Teacher Education, 73, 171-182. https://doi.org/10.1016/j.tate.2018.04.004
- Cha, H. J., & Ahn, M. L. (2014). Development of design guidelines for tools to promote differentiated instruction in classroom teaching. Asia Pacific Educational Review, 15, 511-523.
- Chien, C. (2015). Analysis of Taiwanese elementary school English teachers’ perception of, design of, and knowledge constructed about differentiated instruction in content. Cogent Education, 2(1), 1-16.
- Duquette, C., & Dabrowski, L. (2016). A study of classroom inquiry and reflection among preservice teacher candidates. McGill Journal of Education, 51(1), 575-595.
- Geel, M. V., Keuning, T., Frèrejean, J., Dolmans, D., Merriënboer, J. V., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51- 67.
- Graaf, A., Westbroek, H., & Janssen, F. (2019). A practical approach to differentiated instruction: How biology teachers redesigned their genetics and ecology lessons. Journal of Science Teacher Education, 30(1), 6-23.
- Rock, M. L., Gregg, M, Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47.
- Ruys, I., Deyfruyt, S., Rots, I., & Aelterman, A. (2013). Differentiated instruction in teacher education: A case study of congruent teaching. Teachers and Teaching: theory and practice, 19(1), 93-107.
- Smets, W., & Struyven, K. (2020). A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?. Cogent Education, 7(1), 1-17.
- Sternberg, R. J., & Zhang, L. (2005). Styles of thinking as a basis of differentiated instruction. Theory into Practice, 44(3), 245-253.
- Tomlinson, C. A., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning. ASCD.
- Tomlinson, C. A., & Cunningham-Eidson, C. (2003). Differentiation in practice: a resource guide for differentiating curriculum, grades K-5. ASCD.
- Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
- Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
- Westbroek, H. B., Rens, L. V., Berg, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976.
| APA | ZORALOGLU S, Sahin A (2022). Teacher Competencies for Differentiated Instruction Approach. , 1377 - 1416. 10.14812/cuefd.1072058 |
| Chicago | ZORALOGLU SAADET,Sahin Ali E. Teacher Competencies for Differentiated Instruction Approach. (2022): 1377 - 1416. 10.14812/cuefd.1072058 |
| MLA | ZORALOGLU SAADET,Sahin Ali E. Teacher Competencies for Differentiated Instruction Approach. , 2022, ss.1377 - 1416. 10.14812/cuefd.1072058 |
| AMA | ZORALOGLU S,Sahin A Teacher Competencies for Differentiated Instruction Approach. . 2022; 1377 - 1416. 10.14812/cuefd.1072058 |
| Vancouver | ZORALOGLU S,Sahin A Teacher Competencies for Differentiated Instruction Approach. . 2022; 1377 - 1416. 10.14812/cuefd.1072058 |
| IEEE | ZORALOGLU S,Sahin A "Teacher Competencies for Differentiated Instruction Approach." , ss.1377 - 1416, 2022. 10.14812/cuefd.1072058 |
| ISNAD | ZORALOGLU, SAADET - Sahin, Ali E.. "Teacher Competencies for Differentiated Instruction Approach". (2022), 1377-1416. https://doi.org/10.14812/cuefd.1072058 |
| APA | ZORALOGLU S, Sahin A (2022). Teacher Competencies for Differentiated Instruction Approach. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(2), 1377 - 1416. 10.14812/cuefd.1072058 |
| Chicago | ZORALOGLU SAADET,Sahin Ali E. Teacher Competencies for Differentiated Instruction Approach. Çukurova Üniversitesi Eğitim Fakültesi Dergisi 51, no.2 (2022): 1377 - 1416. 10.14812/cuefd.1072058 |
| MLA | ZORALOGLU SAADET,Sahin Ali E. Teacher Competencies for Differentiated Instruction Approach. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, vol.51, no.2, 2022, ss.1377 - 1416. 10.14812/cuefd.1072058 |
| AMA | ZORALOGLU S,Sahin A Teacher Competencies for Differentiated Instruction Approach. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 2022; 51(2): 1377 - 1416. 10.14812/cuefd.1072058 |
| Vancouver | ZORALOGLU S,Sahin A Teacher Competencies for Differentiated Instruction Approach. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 2022; 51(2): 1377 - 1416. 10.14812/cuefd.1072058 |
| IEEE | ZORALOGLU S,Sahin A "Teacher Competencies for Differentiated Instruction Approach." Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51, ss.1377 - 1416, 2022. 10.14812/cuefd.1072058 |
| ISNAD | ZORALOGLU, SAADET - Sahin, Ali E.. "Teacher Competencies for Differentiated Instruction Approach". Çukurova Üniversitesi Eğitim Fakültesi Dergisi 51/2 (2022), 1377-1416. https://doi.org/10.14812/cuefd.1072058 |
