How experts' advice influence the implementation of differentiated instruction

Wouter Smets*

*Corresponding author for this work

Research output: Chapter/Conference proceedingChapterAcademic

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Abstract

This study presents a personal perspective of the role of a teacher-educator
and researcher in the endeavor of studying and implementing differentiated
instruction (DI) in practice. The three cases discussed examine teachers in‐
volved in an action research program in which they sought to implement DI in
a superdiverse context. These cases are used to reflect on how the author’s role
as an expert affected the teachers’ efforts to close the gap between the theory
and practice of DI. Autoethnography is used in order to achieve a more than
strictly (auto)biographical relevance. Each case relies on an epiphany, a turning
point that gives insight into the broader structure of the relationship between
the teachers and the author. It is argued that experts such as teacher-educators
and researchers, when fostering the implementation of DI, must acknowledge
teachers’ emotionality. Emotional determinants of the nexus between theory
and practice in the field of DI are also explored.
Original languageEnglish
Title of host publicationDifferentiated Instruction Around the World
Subtitle of host publicationA global Inclusive Insight
EditorsVerena Letzel-Alt, Marcela Pozas
Place of PublicationMünster
PublisherWaxmann Verlag GmbH
Chapter11
Pages163-176
Number of pages13
ISBN (Electronic)978-3-8309-9702-3
ISBN (Print)978-3-8309-4702-8
Publication statusPublished - Jul 2023

Research programs

  • ESSB PED

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