Exploring teachers’ perceptions of differentiated instruction in the foundation phase in a Tshwane South District school

Abstract

This study explored foundation phase teachers’ perceptions of Differentiated Instruction (DI) at a Tshwane South District school in the Gauteng Province of South Africa. The aim was to find out how teachers’ perceptions of DI influenced their classroom practices. The study intended to discuss findings on teachers’ perceptions of DI that would improve classroom practice and teacher training programmes. This case study was conducted within the social constructivism framework and was informed by existing literature on teachers’ perceptions of DI. A narrative approach was used to gather and analyse personal experiences of eight purposefully selected participants using in-depth and focus group interviews. The findings revealed that teachers believed that DI was relevant due to increasing learner diversity. However, they felt that DI was not fulfilling its promise due to numerous challenges faced by many schools and communities. Recommendations to teachers, principals and the Department of Basic Education (DBE) were made based on the literature review and the findings of this study for the improvement of practice in the schools and in teacher training institutions.