Exploring Primary School Teachers’ Insight and Practice of Differentiated Instruction

Abstract The present study investigates in-service Greek teachers’ levels of knowledge about and familiarity with differentiated instruction ( di ) in relation to certain teacher and school characteristics, as well as their implementation practices in primary schools. Knowledge of di pertains to teachers’ understanding of its principles and key components. Familiarity with di , on the other hand, refers to teachers’ comfort level in applying these elements in their teaching practices. Self-reported questionnaires were completed by 517 Greek primary school teachers, and subsequently, interviews were conducted with 10 primary school teachers to explore in depth their perceptions regarding the definition and advantages of di and ways of implementing. The findings revealed that teachers appeared to have moderate knowledge of di and familiarity with implementing differentiated instruction strategies. Further qualitative analysis showed that teachers primarily use classroom strategies that require less preparation or tailored instruction and do not actually implement the di model. Their levels of knowledge and familiarity with di are mainly influenced by their teaching experience and in-service training concerning student diversity and innovative teaching approaches. The outcomes of the study have important implications for teachers’ further training and professional development in di .