ABSTRACT

Differentiated instruction has been identified as the most effective means of addressing the various learning, cultural, ethnic, and socio-economic differences within inclusive classrooms. The purpose of this study is to review and evaluate the professional preparation that Canadian elementary school teachers are offered in their university programmes regarding inclusive education and differentiated instruction, and to compare that level of preparation with individual provincial policies regarding inclusive education. All the Canadian university programmes that offer a bachelor degree in education in elementary education were reviewed (N = 53) for the number of courses and course credits they include regarding education in differentiated instruction or inclusive education practices and the programmes were compared within and between provinces. The results indicate that the majority of elementary school pre-service teachers receive an introduction to inclusive teaching practices. On average, 7.2% of the course credits in Canadian bachelor of education programmes are dedicated to introducing pre-service teachers to inclusive or differentiated teaching practices. Pre-service teachers entering the workforce will likely require additional professional development and support to effectively differentiate their instruction to meet the needs of diverse student populations. The results of this review have implications for universities, school administrators, teachers, and other education professionals.

摘要

差异化教学已被确定为解决全纳课堂中各种学习、文化、种族和社会经济差异的最有效手段。本研究的目的是审查和评估加拿大小学教师在其大学课程中提供的关于全纳教育和差异化教学的专业准备，并将该准备水平与个别省级关于全纳教育的政策进行比较。审查了所有提供基础教育教育学士学位的加拿大大学课程 (N = 53)，它们包含的课程数量和课程学分涉及差异化教学或包容性教育实践，并在省内和省之间对这些课程进行了比较. 结果表明，大多数小学职前教师都接受了包容性教学实践的介绍。平均而言，加拿大教育学士课程的课程学分中有 7.2% 专门用于向职前教师介绍包容性或差异化的教学实践。进入劳动力队伍的职前教师可能需要额外的专业发展和支持，以有效区分他们的教学，以满足不同学生群体的需求。本次审查的结果对大学、学校管理人员、教师和其他教育专业人士都有影响。加拿大教育学士课程 2% 的课程学分专门用于向职前教师介绍包容性或差异化的教学实践。进入劳动力队伍的职前教师可能需要额外的专业发展和支持，以有效区分他们的教学，以满足不同学生群体的需求。本次审查的结果对大学、学校管理人员、教师和其他教育专业人士都有影响。加拿大教育学士课程 2% 的课程学分专门用于向职前教师介绍包容性或差异化的教学实践。进入劳动力队伍的职前教师可能需要额外的专业发展和支持，以有效区分他们的教学，以满足不同学生群体的需求。本次审查的结果对大学、学校管理人员、教师和其他教育专业人士都有影响。