ABSTRACT

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers’ understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL teachers’ understanding of DI through exposure to and investigation of their own video-recorded classroom performance. The teachers also received three scaffolding sessions in which a number of DI-related notions were introduced to them to mediate the development of their understanding microgenetically. Analyses of the data revealed changes in the language with which teachers’ understanding of the concepts was articulated and the scope of the understanding. Furthermore, the results of post-scaffolding interviews showed that the initiative had been productive in assisting the teachers with developing awareness of individual differences, particularly its contribution to enhancing their management skills.

摘要

差异化教学（DI）在普通教师教育中受到广泛关注。然而，很少有研究专门关注语言教师对 DI 的理解，尤其是他们理解的发展轨迹。本研究以社会文化理论为框架并受其启发，通过接触和调查他们自己录制的课堂表现来调查 EFL 教师对 DI 的理解。教师们还接受了三个脚手架课程，其中向他们介绍了一些与 DI 相关的概念，以调解他们对微观遗传理解的发展。对数据的分析揭示了教师对概念的理解所使用的语言和理解范围的变化。此外，