Teaching Beliefs and Efficacy of Preservice English Teachers on Differentiated Instruction Practice in Multilingual Classrooms

Assessing teachers’ beliefs and efficacy in adopting pedagogical strategies supporting multilingual learners is imperative as linguistic diversity continues to grow in the twenty-first-century classroom. Teachers differentiating their instruction can address the needs of multilingual learners and pr...

The International Journal of Pedagogy and Curriculum

Common Ground Research Networks