Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography
Abstract
This paper presents the results of a study on Primary Education teachers’ attitudes towards and
views on the implementation of differentiated instruction on Geography. The research tool was
a questionnaire with 16 open and closed questions, which was distributed to a sample of 173
teachers teaching in 45 out of 99 pilot schools throughout Greece in 2014. The results of the
research have shown that: a) a large number of teachers state that they are adequately, well and
very well familiar with differentiated instruction; b) most teachers believe that students’
learning readiness, interests, and learning profile - combined with the use of a series of
educational equipment and materials - constitute a very crucial parameter for the proper
implementation of differentiated instruction; c) most teachers maintain that research in groups
is a very useful teaching strategy for differentiated instruction; and d) a significant number of
teachers consider lack and organisation of teaching time as the main obstacle in designing and
implementing differentiated instruction on Geography