Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education

Differentiated instruction (DI) is an inclusive method of by which teachers provide multiple possibilities for learning based on students’ backgrounds, readiness, interests, and profiles. Acknowledging student diversity in Canadian classrooms, this study explores STEM teacher candidates’ (TCs’) preparation to implement DI a curriculum pedagogy course education program. The enriched with resources training focused equity, diversity, inclusion (EDI). efficacy enhancing TCs’ implementation explored through the following research questions: (1) What impact DI, (2) How do TCs develop curricula be strategies, (3) successes challenges encounter when developing DI-focused curricula? adopts mixed-method approach, data sources include pre-post questionnaires semi-structured interviews. Participants are 19 enrolled second year program at university. Findings suggest that empowered integrate principles strategies their coursework. This success reiterates importance opportunities aimed teachers’ incorporate practices. findings call adopting similar approaches pre-service in-service ensure deeply rooted informs educators about integrating EDI programs’ overall planning.