Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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5 Conclusion
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5.2 Pedagogical Implications and Recommendations
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5.2.2 In-Service Teacher Training

5.2.2 In-Service Teacher Training

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  1. Theorising intuitive practices: Firstly, there seems to be need for more in-service training events that encourage teachers to reflect on their intuitive DI practices. As Study 1 has revealed, teachers are highly attentive to their students’ needs and seek to differentiate accordingly, but their instructional choices, as was pointed out by some of the participants, often tend to be instinctive rather than proactively planned. Workshops that follow an experience-based model may be of help for teachers to “formalize their intuitive strategies and use them consciously” (Ramani, 1987, p. 9). Encouraging teachers to think about their DI practices within a framework, such as that of Tomlinson (1999), could aid in these theorising and reflective endeavours.
  2. Exchanging best practices: It is also important for teachers to extend their repertoire of ready-to-use DI strategies. It became apparent in both phases of the research project that teachers highly appreciate opportunities to learn from each other, and some of them actually consider it as the most important source of professional development. DI-themed workshops may play an important role in this respect, as they can provide forums for teachers to share their experiences and exchange good practices that have helped them alleviate DI-related challenges. These events can also serve as platforms for disseminating recent research findings in the field.
  3. Awareness-raising and practical training in ICT use: Study 1 revealed that while most teachers acknowledge the potential of technology for DI, some participants, typically those more advanced in their careers, remain neutral or even sceptical about the effectiveness of technology use in ELT. The findings of Study 2 showed that such beliefs are important predictors of TEDI practices, which highlights the need for training that raises awareness of the potential of technology and provide practical training in its use. This would be instrumental in addressing the lack of experience and the “fear of the unknown”, which often contribute to teachers’ reluctance to use technology in teaching (Adorján, 2020, p. 45). These recommendations are also in line with those of Kálmán and Tiboldi (2018), who, as part of the large-scale inquiry into the efficiency of foreign language teaching in Hungary (Öveges & Csizér, 2018), examined the opinions of educational consultants and concluded that the two most important areas where language teachers need training are, in fact, ICT use and DI.
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