A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

Kyra Meutstege; Marlijn Vrielink; Marieke van Geel; Adrie J. Visscher

doi:10.3389/feduc.2023.1171554

A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

Kyra Meutstege^*, Marlijn Vrielink, Marieke van Geel, Adrie J. Visscher

^*Corresponding author for this work

ELAN Teacher Development

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show what providing DI in secondary education entails, which is valuable for designing teacher professional development programs for DI at that level.

Original language	English
Article number	1171554
Journal	Frontiers in Education
Volume	8
DOIs	https://doi.org/10.3389/feduc.2023.1171554
Publication status	Published - 27 Oct 2023

Keywords

cognitive task analysis
differentiated instruction
secondary education
teacher professional development
teacher skills and knowledge

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.3389/feduc.2023.1171554Licence: CC BY

feduc-08-1171554Final published version, 1.4 MBLicence: CC BY

Cite this

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title = "A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education",

abstract = "Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show what providing DI in secondary education entails, which is valuable for designing teacher professional development programs for DI at that level.",

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author = "Kyra Meutstege and Marlijn Vrielink and {van Geel}, Marieke and Visscher, {Adrie J.}",

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AU - Meutstege, Kyra

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AU - van Geel, Marieke

AU - Visscher, Adrie J.

PY - 2023/10/27

Y1 - 2023/10/27

N2 - Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show what providing DI in secondary education entails, which is valuable for designing teacher professional development programs for DI at that level.

AB - Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show what providing DI in secondary education entails, which is valuable for designing teacher professional development programs for DI at that level.

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KW - differentiated instruction

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KW - teacher professional development

KW - teacher skills and knowledge

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JO - Frontiers in Education

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A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

Abstract

Keywords

UN SDGs

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