This longitudinal qualitative multicase study explored the development of 2 elementary school teachers’ practical visions, or “enactment images,” of differentiation. Spanning participants’ final year in a teacher preparation program and first 4 years of teaching, the study traced the evolution of their practical visions of enacting differentiation, how those visions informed their teaching practice, and how contextual factors informed their practical visions. Although both participants received the same teacher education training, held committed beliefs in the importance and feasibility of differentiation, and taught in schools with explicit commitments to differentiation, salient differences existed between participants’ facility with developing images of its implementation and executing differentiated lessons. Participants’ contrasting practical visions of differentiation informed implementation by supporting or detracting from enactment based on the degree to which novices could envision executing differentiated lessons. Contextual factors informed each participant’s practical vision by buttressing or inhibiting novices’ processes of building visions of enactment.

中文翻译：

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差异化愿景

这项纵向定性多案例研究探讨了 2 名小学教师的实践愿景或差异化“制定形象”的发展。该研究跨越了参与者在教师准备计划的最后一年和前 4 年的教学，追踪了他们制定差异化的实践愿景的演变，这些愿景如何影响他们的教学实践，以及背景因素如何影响他们的实践愿景。尽管两个参与者都接受了相同的教师教育培训，坚信差异化的重要性和可行性，并在明确承诺差异化的学校任教，但参与者在发展实施形象和执行差异化课程方面的设施之间存在显着差异。参与者对差异化的对比实际愿景通过支持或反对基于新手可以设想执行差异化课程的程度来制定实施。背景因素通过支持或抑制新手建立制定愿景的过程来告知每个参与者的实际愿景。