Exploring pre-service EFL teachers' competencies in differentiated instruction: A case study in practicum

This study explores the competencies and perceptions of 65 pre-service EFL teachers regarding the implementation of differentiated instruction (DI) during their Practicum 1 course at Bolu Abant İzzet Baysal University. Utilizing a mixed-methods approach, quantitative data was collected through a DI Questionnaire, while qualitative data emerged from reflective journal entries and semi-structured interviews. Findings reveal varied levels of competency in addressing diverse student needs, including those related to cultural backgrounds, language abilities, and inclusive education. Teachers demonstrated adaptive strategies like differentiated lesson planning, materials design, and the use of technology, though challenges in balancing classroom diversity, material availability, and time constraints persisted. The study emphasizes the need for more targeted professional development and comprehensive DI training to bridge gaps between theoretical knowledge and practical application. Through data triangulation, the study provides insights into how pre-service teachers navigate the complexities of DI, while recommending enhanced support for improving their instructional capabilities in diverse classroom settings.