Implementation of pedagogical means of differentiation and individualization as a basic condition for an inclusive approach in teaching heterogeneous collectives in primary education

Abstract

The research focuses on the current trend of increasing the quality ofeducation, which brings with it increased demands on teacher competences inthe implementation of differentiated instruction for primary students from thevery beginning of schooling. The key subject of the research investigation isthe inclusive concept of differentiated instruction, which represents acomplex modification of the educational content, process, product andevaluation of the educational process. According to the Strategies ofEducational Policy of the Czech Republic until 2030+, ensuring comparableand high-quality teaching in primary schools by introducing internaldifferentiation and individualization is a key strategy for improving thequality of teaching of heterogeneous collectives. However, teachers are notsufficiently prepared for this reality and there is very little relevant literature.Using a qualitative research design that includes participant observation andsemi-structured interviews with seven teachers from three regions of theCzech Republic, this paper seeks to systematically map the implementationof these pedagogical strategies in the years 2021-2023 with first and secondyear primary students in the subjects of Czech language and mathematics. Amulti-case study of seven teachers presents a longitudinal study of theimplementation of differentiated teaching strategies with a focus on itsinclusive concept, which is reflected in all components of the educationalprocess. This dissertation highlights the urgent need for further research inthis critically important area, especially in light of the lack of exploration ofpedagogical means of differentiation and individualization in the Czechresearch field.