Adaptation is a cornerstone of high-quality teaching, and a teacher's ability to adapt a lesson is one of their key competences. The constant change in pedagogical environment has shown that developing the didactic competence of teaching adaptation (heterogeneous groups of students, high societal expectations etc.) is a gradual but crucial process.
The main purpose of this empirical research was to explore how teachers develop this competence and to create guidelines that could support new teachers in acquiring it. To this end, a qualitative study was carried out with the participation of five classroom teachers. Interviews were conducted and the findings were corroborated by an observation of a selected teacher’s lesson.
The analysis of the interviews provided insight into how teachers develop the competence of teaching adaptation throughout their professional career. We identified the key areas where teachers advance in the acquisition of didactic skills, we indicated what has helped them in acquiring and developing the competence of teaching adaptation throughout their professional career. In addition, we used a protocol for observing lessons in a Slovenian primary school to examine the extent and manner in which teaching adaptation occurs, with a particular focus on differentiation and individualisation.
Teachers today teach in significantly different ways than they did at the beginning of their professional careers—a shift shaped by a combination of professional, personal, and organizational factors that have contributed to their pedagogical growth. This transformation was driven by rich professional experiences, supported by regular reflection, systematic student monitoring, and continuous teaching adaptation based on careful observation and analysis of student responses and their work. Classroom observations (hospitations) and collaboration with colleagues also provided valuable support, allowing teachers to build pedagogical confidence and expand their repertoire of didactic strategies by comparing different approaches. Professional development opportunities, mentoring students and interns, as well as support from school leadership further contributed to their growing confidence in teaching adaptation. Personal experiences, such as becoming a parent or coping with illness, deepened their understanding of children and classroom dynamics. At the same time, a strong grasp of curricula, child development, and the effective use of various sources of feedback enabled more deliberate, flexible, and individualized teaching. Altogether, these factors shifted teachers’ practice from rigid, uniform approaches to a more dynamic and responsive pedagogy, focused on the needs of each student.
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