Differentiated teaching in music educations: Views and concerns of primary school music teachers

Abstract

Differentiated instruction is a contemporary teaching approach that aims to better educate students with special educational needs. By applying differentiated instruction strategies, the music class can foster students' cognitive development and may contribute to their socio-emotional growth. The purpose of this study was to investigate music educators' perspectives, their knowledge and their level of preparation regarding differentiated instruction. To this end, semi-structured interviews were conducted with in-service primary school music teachers with a focus on differentiated instruction practices in Greek, public schools. The results of the research pinpoint to the need for enhancing the work of music educators and for further investigating this area of work in Greece.