This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants’ teaching practices, classroom artifacts, and interviews with participants’ mentors. Findings illustrated novices’ contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices’ shifting visions of the enactment of practice played in appropriating differentiation’s pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided.

中文翻译：

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让新手教师做好差异化教学的准备：纵向研究的意义

这项纵向多案例研究探讨了四位早期职业教师在学校中区分教学的尝试，这些学校对这种教学方法的支持程度各不相同。它对新手的经验进行了深入研究，这些新手通过相同的职前指导深度和保真地了解了差异化的教学工具，制定了类似的实施承诺，并尝试在对比的在职环境中实施它们。四年来收集的庞大而丰富的数据集包括参与者访谈、对参与者教学实践的观察、课堂制品以及对参与者导师的采访。研究结果展示了新手多年学习轨迹的对比，这些轨迹与不同学校环境中的差异相关。他们还揭示了新手在其早期职业生涯中对实践制定的看法的转变在使用差异化教学工具方面所发挥的实质性作用。为教师教育工作者提供了建议，帮助他们准备教师候选人以脱颖而出。