The meanings of differentiated instruction in the narratives of Eritrean teachers

The principles of inclusive education largely accepted by governments different countries require differentiated classroom instruction to meet the diverse needs individual students. Despite this, teachers have differing experiences and understandings about implementing (DI) heterogeneous classrooms. This narrative study aimed at exploring meanings DI in Eritrean context, where are not explicitly familiar with concept, although their teaching practices reflect some level differentiation. research data consisted 17 interviews mathematics science teachers. results analysis showed that constructed five narratives: as a caring orientation, flexible pedagogic approach, self-reflective process, failed attempt demanding approach. majority narratives were found produce positive DI, strong agency towards carrying out DI. These examples sophisticated teachers’ could be utilised implement even situations limited resources training contexts large class sizes.