STUDENT TEACHERS PREPARATION TO DIFFERENTIATE LITERACY INSTRUCTION IN MIXED ABILITY CLASSROOMS

The present study aims to present and critically discuss student teachers' preparation course on the implementation of differentiated instruction (DI) in a literacy lesson during the last component of their school teaching practicum in the eighth semester. The theoretical framework is based on Shulman's (1986) classification of teachers' Pedagogical Content Knowledge (PCK) and the theory of constructivism. The main phases of the preparation course on DI included: (a) pre-assessment of pupils' educational needs, (b) design of a literacy lesson plan based on the principles of DI, (c) implementation of the DI literacy lesson, (d) classroom observations during DI implementation and (e) feedback on DI implementation. The research methodology applied was action research in four circles. The course was developed throughout four academic years based on the feedback provided by student teachers through classroom observations and group discussions undertaken after the DI implementation. Depending on the feedback given, the course was revised and suitably amended in each phase. The course phases form a basis for further research and suggestions for practice in teacher education.