Citation

Kaldi S, Govaris C, Filippatou D. Compare 2018; 48(1): 2-20.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/03057925.2017.1281101

PMID

unavailable

Abstract

The present study explores Greek primary school teachers' perceptions and views on pupil diversity in the classroom environment. A large-scale survey was carried out in order to examine teachers' perceptions about pupil diversity and to identify personal and/or educational characteristics that can influence or predict these perceptions. The outcomes of the study reveal that Greek primary school teachers view diversity as a challenge more than as a barrier in teaching and learning, they can recognise at a high level the key elements of differentiated instruction as part of managing pupil diversity in their class and hold a negative-to-neutral stance on traditional curriculum implementation practices. The most influential factors and predictors of these perceptions and views are also presented and discussed.

Language: en

Keywords

primary school; Pupil diversity; teachers’ views