Christine Osae
UNICAF University, Zambia
Isaak Papadopoulos
Department of Early Childhood Education, International Hellenic University, Thessaloniki, 57001, Greece
This study aims to investigate the perspectives and implementation of differentiated learner-centered strategies by 96 English teacher trainers and trainees in Rwanda, employing surveys and semi-structured interviews as data collection tools over one year. The findings reveal positive attitudes toward differentiated instruction but underscore the need for a more nuanced understanding of its practical application. Significant challenges identified include inadequate training, limited resources, and time constraints. The study proposes actionable solutions such as comprehensive professional development programs, enhanced resource allocation, and effective time management strategies. Highlighting the necessity for improved teacher training and capacity building to align practice with the demands of the 21st-century classroom, these findings hold substantial implications for instructional practices in English language education in Rwanda. The study offers valuable insights for educators, policymakers, and researchers in the field.
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Copyright © 2024 Christine Osae, Isaak Papadopoulos
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