Assessing Economics Preservice Teachers’ Lesson Planning Through the Lens of Differentiated Instruction

Abstract

Differentiated learning has been identified as an effective pedagogical philosophy that guides lesson preparation so that educators can teach effectively in inclusive classrooms. The purpose of the study is to find out if preservice teachers can prepare lessons that cater for diverse learners. A qualitative research approach was utilized to investigate preserve teachers’ knowledge of differentiated instruction in the context of economics teaching and learning. The researcher collected data through content analysis and focus group face-to-face interviews. A total of 18 preservice teachers’ lesson plans were analyzed to determine whether lesson objectives and lesson activities were differentiated. The results indicate that most of the preservice teachers are not able to plan lessons for differentiated classrooms. The recommendation is that teacher education should equip pre-service teachers entering the workforce with effective differentiation instruction and inclusive pedagogy to meet the needs of diverse learner populations. Educators should have the necessary abilities, knowledge, and dispositions to meet the needs of all learners in mainstream classrooms.



Author Information
Beatrice Ngulube, Tshwane University of Technology, South Africa

Paper Information
Conference: BCE2024
Stream: Learning Experiences

This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Ngulube B. (2025) Assessing Economics Preservice Teachers’ Lesson Planning Through the Lens of Differentiated Instruction ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 875-886) https://doi.org/10.22492/issn.2435-9467.2024.75
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.75


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Posted by James Alexander Gordon