English teachers’ perceptions of differentiated instruction in the Turkish context

Abstract

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 study addresses an important 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 of DI 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 perceive DI. Through a thematic analysis of the interview data, the researcher sought to not only capture the nuances of English teachers' perceptions and practices but also shed light on the unique challenges and opportunities within the Turkish educational context. The findings indicate that these English teachers are aware of DI and its benefits, and that they occasionally attempt to implement it in their classes but require support from other stakeholders to fully understand and implement it to achieve better results in the classroom. The study also offers 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.