A study of teachers' meta-awareness of their role as facilitators of learning after following the Let Me Learn professional learning programme

Abstract

This study looks at primary school teachers who seek to improve their professional practice by incorporating differentiated learning. It investigates the teachers' attitudes and perceptions of child-centred teaching and classroom strategies that manifest in differentiated pedagogies. In the more in-depth component of the study, the author presents the profiles of three primary school teachers and their classrooms as they follow the Let Me Learn Professional Leaming Programme. The narrative case studies illustrate the relationships between the teachers' beliefs and practices. The teachers' perceptions and teaching methods are outlined with the use of journal reviews, observations and interviews as from the commencement of the programme and throughout its implementation phase. The study concludes by exploring the reflective process that these teachers go through as they attain new knowledge about the different learning patterns and differentiated teaching skills.