Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs

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Developing teachers’ self-efficacy and adaptive teaching behavior through Lesson Study (2018, background): “…teachers have difficulties providing differentiated instruction to respond appropriately to pupils’ individual learning needs (Bruggink, Goei, & Koot, 2015; Randi & Corno, 2005) and lack confidence or feel unprepared for these teaching practices (Dixon, Yssel, McConnell, & Hardin, 2014; Wan, 2016).”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “The effectiveness of such courses on improving teacher self-efficacy has been evidenced in Hong Kong (Chao et al., 2017; Forlin et al., 2014; Wan, 2016).”