A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction

Gemma Scarparolo, Pearl Subban

Research output: Contribution to journalReview articlepeer-review

3 Citations (Scopus)


A systematic review of the literature over the last fifteen years was conducted to examine the research which reports the self-efficacy beliefs of pre-service teachers for differentiated instruction. It is acknowledged that teachers’ self-efficacy beliefs can influence their classroom management, student engagement, attention to the diverse needs of students, and instruction; therefore, it is important that pre-service teachers develop high self-efficacy beliefs for differentiated instruction. Only four studies were suitable for inclusion in the review, indicating that this is a developing area of research interest and an area warranting further study given the links between teachers’ self-efficacy beliefs and their instruction. The results of the review are presented around three key elements: nomenclature and theoretical matters, teacher practicum, and coursework. The paper concludes by presenting some implications for future research and teacher preparation regarding preparing pre-service teachers to develop strong self-efficacy beliefs for differentiated instruction while they are still malleable.

Original languageEnglish
Pages (from-to)753-766
Number of pages14
JournalTeachers and Teaching: Theory and Practice
Issue number8
Publication statusPublished - 2021


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