Learning differentiation and individualization have already been an inherent part of education throughout its history. In modern teaching, however, which is aimed at the comprehensive development of an individual, the former and the latter are vital and irreplaceable.
The implementation of the didactic principle of learning differentiation and individualization requires a competent teacher who is aware of the significance of instructional adaptations and is ready for lifelong learning and the advancement of didactic competencies. Research show that a teacher’s competence in instructional adaptations is a complex skill, developed by teachers at later stages of professional development. It is essential for teachers, over the years of instruction, to strive for apt and most appropriate manners of adapting lessons according to situations, students given, etc., which they then evaluate and thus acquire a flexible set of abundant behavioural skills.
In the theoretical part of the master's thesis, we defined the concept of learning differentiation and individualization, teachers' professional development and the development of teachers' competence to adapt lessons. We listed the types of learning differentiation and individualization, models and factors in teacher's professional development, and the development of the teacher's competence to adjust lessons.
In the empirical part, we conducted qualitative research in which we highlighted five content sets. The teacher's capability to adjust lessons is particularly significant for the quality implementation of lessons; therefore we were intrigued by how teachers developed this competence.
In the research, we enquired into how classroom teachers at different seniority levels evaluate their own professional development in adaptive teaching competence and how they assess the impact of various factors on their own professional development. We conducted semi-structured interviews. 10 classroom teachers were included in the research. We found that most teachers see learning differentiation and individualization as adapting lessons according to the group, separating students based on their level of knowledge and abilities. Most teachers modify their curriculum according to the ability, background knowledge and current knowledge of the students. When choosing a within-class pupil grouping type, they consider the age of the students, the subject matter, the topic and the phase of the lesson. The teacher's professional development in the adaptive teaching competence is significantly affected by seniority, in other words, years of teaching experience.
The knowledge obtained at the faculty also plays an influential role. We were focused on what factors determine the choice of teaching methods. In the inquiry, teachers mostly listed the subject matter, content and lesson goals, as well as the consideration of students and the dynamics of the group. Regarding the experience with the execution of teaching methods, teachers responded that they take into consideration the student's background knowledge and points of interest. Teachers divide students into homogeneous groups less often; they use division into heterogeneous groups more. The analysis revealed that teachers adjust their lesson plans on a daily and ongoing basis, monitoring the achievement of learning objectives, which they check orally or in writing. Research has shown that in the beginning of their professional careers, teachers more often used frontal within-class grouping forms; however, later they increasingly practised a combination of all teaching forms, including the subject matter, characteristics and group size. Most teachers decided on the choice of teaching methods according to the lesson objectives and the required tasks. Due to the significance of cooperation between pedagogical staff for the implementation of learning differentiation and individualization, the surveyed teachers cooperate weekly, particularly with other teachers from the working party. The teachers included in the research are unanimous about the importance of lesson adaptation, and they assess their adaptive teaching competence as 'moderate'. According to teachers, the factors that impacted their professional development in acquiring the competence mentioned mainly comprise participation in professional seminars and reflection on pedagogical work, participation in educational conferences, team cooperation and participation in various projects.
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