Knowledge of Diverse Learners: Implications for the Practice of Teaching
Yükleniyor...
Tarih
2010
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Dergi ISSN
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential
component of knowledge base for effective teaching as in today’s schools,
teachers must be prepared to teach a diverse population of student (Banks et al.
2005). In other words, teachers need to be aware that their students in a classroom
are and always have been different from one another in a variety of ways. KDL
refers to an understanding of diversity of students in terms of their abilities and
interests and how they respond to diverse situations; an application of different
teaching strategies; and how various types of classroom activities might be
managed. Although KDL has come to be seen as important, details of its
development, depth and quality among pre-service teachers (PSTs) has remained
something of mystery, as has the capability of PSTs to adapt and employ KDL
into their actual teaching. As an effort to develop coherent understanding of the
feature of prospective teachers regarding KDL, this paper addresses three
questions. First, to what extent are the PSTs prepared for KDL as they are
finishing the teacher education programmes? Secondly, how do the PSTs apply
the KDL in their teaching practices? Thirdly, how do PSTs reflect on their practice
in undertaking the elements of KDL during the teaching practices? This paper
illustrates the results of a study involving a sample of 74 PSTs at a university in
Malaysia. At the beginning of the study, 74 PSTs were given a questionnaire. 11
PSTs have been observed and interviewed. Result indicates that PSTs were able
to develop KDL and show their understanding of it, yet not readily apply such
knowledge in modified situations.
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Rahman, F. A. , Scaife, J. , Yahya, N. A. & Jalil, H. A. (2009). Knowledge of Diverse Learners: Implications for the Practice of Teaching . International Journal of Instruction , 3 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5143/70080
