‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self‐efficacy and attitudes towards implementation of differentiated instruction

Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners create inclusive classrooms. There little research, however, into the implementation of this approach in senior secondary classroom. Teachers’ differentiated has been shown be linked teacher attitudes self-efficacy other settings. This study investigated impact teachers’ towards context across two Australian states total five participating teachers. The A (Affective) B (Behaviour) C (Cognitive) was employed define from interviews concerning instruction. Findings indicated that knowledge major factor influencing differentiation, addition attitude self-efficacy. discourse analysis teachers held greater differentiation strategies than concepts underpin framework. Additionally, time constraints feelings failure implementing impacted attitudes. Teacher knowledge, were interrelated on Implications professional development address student needs through classroom are discussed.