Abstract

South African teachers encounter numerous challenges in the creation of differentiated activities to include diverse learner needs in effective teaching and learning. These challenges include the inability to identify learning barriers and adapt the curriculum, teaching and assessment methods according to the learning styles and readiness levels of learners. The study aimed to explore secondary school teachers’ (n=262) perspectives on the implementation of differentiated instruction in public secondary schools (n=27), using qualitative and quantitative approaches.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0057
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland