A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction

A systematic review of the literature over the last fifteen years was conducted to examine the research which reports the self-efficacy beliefs of pre-service teachers for differentiated instruction. It is acknowledged that teachers’ self-efficacy beliefs can influence their classroom management, student engagement, attention to the diverse needs of students, and instruction; therefore, it is important that pre-service teachers develop high self-efficacy beliefs for differentiated instruction. Only four studies were suitable for inclusion in the review, indicating that this is a developing area of research interest and an area warranting further study given the links between teachers’ self-efficacy beliefs and their instruction. The results of the review are presented around three key elements: nomenclature and theoretical matters, teacher practicum, and coursework. The paper concludes by presenting some implications for future research and teacher preparation regarding preparing pre-service teachers to develop strong self-efficacy beliefs for differentiated instruction while they are still malleable.