THE IMPACT OF DIFFERENTIATED EDUCATION CONTENT ON THE TRAINING OF FUTURE MOTHER TONGUE TEACHERS
Keywords:
Differentiated instruction, teacher education, mother-tongue teachingAbstract
This article investigates how the systematic use of differentiated education content influences the professional preparation of future mother-tongue teachers. Building on Vygotskian social-constructivist theory and contemporary differentiation scholarship, the study drew on a mixed-methods design at Gulistan State University. Quantitative data (n = 124 teacher-trainees) were gathered with a Lesson-Planning Competence Rubric over two semesters; qualitative insights were obtained from weekly reflective journals and focus-group interviews. Findings show statistically significant growth in lesson-planning competence and reveal three interconnected trajectories of professional development: a shift toward an integrative pedagogical mindset, expansion of strategic repertoires, and formation of sustained reflective habits. The discussion situates these outcomes within international and national standards for teacher education, highlighting how differentiated content supports inclusive, culturally responsive instruction in mother-tongue classrooms. Recommendations are offered for curriculum designers and higher-education policymakers.
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