The Many Faces of Teacher Differentiation: Using Q Methodology to Explore Teachers Preferences for Differentiated Instruction

Differentiated instruction occurs when teachers use students’ level of readiness, interests, and learning preferences to adjust the content, process, or products, which increases engagement academic performance. However, cannot offer every form differentiation student all time. There exist limits resources as well an essential balance that need make in terms benefits for on one hand classroom efficiency other. Additionally, choices are also rooted stem from their personal beliefs systems. The goal this research was investigate teachers’ differentiating by using Q methodology. 32 teachers, coming a single Dutch secondary school, completed paper version sort containing 33 statements. Three groups were identified who emphasized 1) content mastery over 2) offering options growth, 3) interests experiences deliberate teaching. Therefore investigating teacher’s will insight into what choose focus differentiation, as, not emphasize. Each cluster is explored possible effects learning. implications teacher development discussed per cluster.