Enhancing pre-service classroom teachers' skills on differentiating the instruction

The purpose of this study is to examine what the competencies for the DIA might be, and with which practices pre-service teachers can acquire these competencies. For this purpose, teacher competencies for DIA were determined, and a course was planned to gain these competencies. After the course, the skills gained by the pre-service teachers regarding DIA were evaluated. Classroom teachers are the first teachers to differentiate instruction in order to respond to differences. For this reason, the participants of the research consisted of 22 pre-service classroom teachers selected with criterion sample from an education faculty in the 2019-2020 academic year. In this single case study, data were obtained through observation, interviews, and documents. Data were analyzed by content analysis. According to the finding, before the course, pre-service classroom teachers didn't have knowledge and skills about DIA. They could define DIA conceptually, and could explain its principles and importance after the course. When the post lesson plans and the interviews were examined holistically, it was determined that each participant enhance the DIA skills, but different levels. Participants reflected DIA in their lesson plans at an effective, moderate, and low level. The major distinction between the levels is the effective identification of individual differences, and the adjustments to respond to these differences. For making the distinctions between the levels visible, findings are presented by describing them. The study contributes to the field of the primary education in terms of providing results that can be used in teacher education, and suggestions to researchers.