A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary...

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Principais autores:	Kyra Meutstege, Marlijn Vrielink, Marieke van Geel, Adrie J. Visscher
Formato:	Artigo
Idioma:	Inglês
Publicado em:	Frontiers Media S.A. 2023-10-01
coleção:	Frontiers in Education
Assuntos:	teacher professional development differentiated instruction teacher skills and knowledge cognitive task analysis secondary education
Acesso em linha:	https://www.frontiersin.org/articles/10.3389/feduc.2023.1171554/full
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