Strengthening Teacher Self-Efficacy for Differentiated Instruction: A Framework for Inclusive Pedagogy...

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Tom Porta

Strengthening Teacher Self-Efficacy for Differentiated Instruction

A Framework for Inclusive Pedagogy

Tom Porta

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English

Springer Nature Switzerland AG
25 March 2025

Curriculum planning & development; Teacher training; Teaching skills & techniques; Study & learning skills: general

Series: SpringerBriefs in Education

This book offers a comprehensive exploration of the theoretical underpinnings and practical implications of differentiated instruction. By fostering a deeper understanding of the factors influencing the effective implementation of differentiation practices, the book seeks to empower educators to create inclusive learning environments that cater to student diversity. In doing so, it can shape pedagogical practices and inform policy decisions on a global scale, thereby advancing the cause of inclusive education across diverse educational contexts. This book enriches the understanding of differentiated instruction by introducing a new framework focused on strengthening teacher self-efficacy in differentiation. Additionally, it highlights the importance of support from school leadership and colleagues in implementing differentiation successfully. Featuring extracts from participant interviews to immerse readers in the empirical data, it provides insights into the challenges and opportunities inherent in differentiated instruction. With its focus on developing practical strategies and frameworks for differentiation, the book holds significance for educators worldwide grappling with student diversity.

By: Tom Porta
Imprint: Springer Nature Switzerland AG
Country of Publication: Switzerland
Dimensions: Height: 235mm, Width: 155mm,
ISBN: 9789819643677
ISBN 10: 9819643678
Series: SpringerBriefs in Education
Pages: 75
Publication Date: 25 March 2025
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Dr. Tom Porta is a lecturer and researcher at the University of Adelaide, Australia, with a passion for helping teachers to become confident in inclusive teaching practices. Tom’s research focuses on differentiation, exploring ways that teachers can be better prepared in differentiating efficiently and effectively for their diverse classrooms, to ensure they achieve inclusive education. Tom has taught in primary and secondary settings for over a decade, and held a variety of leadership roles, including the director of Inclusive Education and head of the South Australian Certificate for Education. Tom was awarded the certification of 'Highly Accomplished Teacher' by the Australian Institute for Teaching and School Leadership in 2019. Tom is also on the editorial board of the Journal of Research in Special Educational Needs (JORSEN).