Abstract:

Differentiated instruction is one of the approaches promoted to support the retention and academic success of at risk students (Archambault et al., 2015; Guay et al., 2012; Moldoveanu et al., 2015.). However, teachers express some resistance regarding its implementation on a systematic basis. By means of a mixed research conducted among 104 primary teachers working in Quebec (quantitative component) and 22 teachers and 126 elementary students from indigenous and disadvantaged backgrounds (qualitative component), we circumscribed the professional profile of teachers who use differentiated practices. Disadvantaged communities have been identified in accordance with the deprivation indices calculated on an annual basis by the Ministry of Education of Quebec, on a scale from 1 (most privileged) to 10 (least privileged). Building on a framework that defines differentiated instruction as an intentional adaptation of the practices according to the students’ characteristics, we will present the main results related to the professional profiles of teachers who report implementing these practices systematically. The main results that will be presented concern the teachers’ beliefs in relation to the abilities of all their students to succeed in school. Covariance analyses (Pearson correlation) have revealed significant associations between the type of work environment and the frequency of use of differentiated practices. Other significant associations have emerged based on the feeling of self-efficacy, the representations about professional development and the reflexive capacities of teachers. We conclude by emphasizing the importance of measures that support professional development leading to the implementation of differentiated practices, especially among vulnerable student populations, such as students from indigenous and disadvantaged backgrounds.