Pre-service Teachers of Mandarin in English Secondary Schools: Perceptions and Practices of Differentiated Instruction and Self-Efficacy

Conference: The European Conference on Education (ECE2021)
Title: Pre-service Teachers of Mandarin in English Secondary Schools: Perceptions and Practices of Differentiated Instruction and Self-Efficacy
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Presentation Type: Live-Stream Presentation
Authors:
Chuyi Wang, UCL Institute of Education, United Kingdom
Victor Wu, UCL Institute of Education, United Kingdom
Congcong Yan, Peking University, China

Abstract:

As one of the Teachers’ Standards – which set the minimum requirements for teachers’ practice and the award of Qualified Teacher Status (QTS) in England, “adapting teaching to respond to the strengths and needs of each and every pupil” is regarded as an approach which ensures that all the learners have the opportunity to experience success in their learning. However, to date, there has not been enough research focusing on adaptive teaching and differentiated instruction of Mandarin teachers in England. This study aims to investigate the dynamics of perceptions and practices of differentiated instruction as well as the sense of self-efficacy regarding overall teaching practice of the pre-service Mandarin teachers in England. It also aims to investigate the inter-relationships between their perceptions and practices of differentiated instruction with their senses of self-efficacy regarding overall teaching practice. This study particularly focused on a cohort of pre-service secondary teachers of Mandarin who are enrolled on an Initial Teacher Training (ITT) course, at an English university, for the award of QTS. It was carried out by mixed research methods including questionnaires, interviews and focus groups. This study answered questions – What are the dynamics of those pre-service Mandarin teachers’ perceptions and practices of differentiation as well as their senses of self-efficacy regarding overall teaching practice throughout their Initial Teacher Training? To what extent do their perceptions and practices of differentiated instruction impact their senses of self-efficacy? The range of implications for language education presented by this study shall hopefully lead to further discussion.



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress


Share this Presentation