Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, sa.65, 2025 (ESCI)
The aim of this study is to explore primary school teachers'self-evaluations of their in-class practices related to differentiated instruction. To achieve this, the research conducted the Q Method, in which participants organized provided statements along a continuum ranging from positive to negative. Participants also provided written explanations for their placement of statements at the positive and negative ends of the continuum. The participants comprised 53 primary school teachers actively teaching during the Spring Semester of the 2022-2023 Academic Year. Data analysis was carried out using Ken-Q Analysis, a web application specifically designed for the Q Method. The findings revealed that participating teachers expressed three distinct perspectives on differentiated instruction: "class and teacher-focused," "competence-focused," and "tradition-focused.".