İngilizce öğretmenlerinin Türkiye bağlamında farklılaştırılmış öğretimi algılayış biçimleri

In the contemporary landscape of education, the significance of Differentiated Instruction (DI) has become increasingly pronounced as educators encounter with the diverse and unique needs of students. As classrooms become more heterogeneous, DI has emerged as a pedagogical approach essential for fostering inclusive and effective learning environments. This research paper addresses a significant research gap by conducting a qualitative exploration of Differentiated Instruction (DI) practices among K-12 English teachers in Türkiye. Acknowledging the scarcity of literature on this specific demographic, the study aims to uncover the perceptions and implementations of DI strategies through in-depth interviews with 10 English teachers across diverse educational institutions. The qualitative approach employed in this study provides a comprehensive understanding of how English teachers conceptualize and implement Differentiated Instruction to meet the diverse needs of students in Türkiye. Through a thematic analysis of the interview data, the researcher sought to not only capture the nuances of teachers' beliefs and practices but also shed light on the unique challenges and opportunities within the Turkish educational context. In revealing the experiences and reflections of these English teachers, this research contributes to filling the existing research gap concerning DI practices in Türkiye. The findings offer insights into the cultural, institutional, and contextual factors influencing teachers' decisions, laying a foundation for future studies and informing the development of targeted professional development programs tailored to the needs of K-12 English teachers in Türkiye. Keywords: differentiated instruction, differentiated learning, teaching English, teacher perceptions, teacher experiences