Implementation of inner differentiation and individualization in the first triad of primary school

The goal of effective school is emphasised in this master’s degree through differentiation and individualization as propositions of effective classes. Realization and consideration of individual pupils’ characteristics in fact demand the teacher to have adequate competences required through suitable education. The research which was carried out among teachers working in the first triad of primary school in twelve different statistic regions of Slovenia has proved that inner differentiation and individualization are fulfilled at different subjects, at various stages of education and at different frequencies. The form, scale, instructions and writing time of written assessments and tests are adjusted as well. Work is mostly adjusted to average pupils’ abilities. The individual approach and frontal teaching are still most frequently used by teachers. Most of them apply a combination of various teaching methods. However, less emphasis is placed on the introduction of modern teaching approaches (project work, cooperative learning) and consideration of individual’s styles of perception. It has been found out that teachers still find it important to assign the same activities, same homework to all pupils and that teachers know and consider too little Gardner’s findings on manifold abilities of learning and thinking. However, an encouraging conclusion of the research is that most teachers are satisfied with the cooperation with school counsellors and communal planning of inner differentiation and individualization implementation. It has been found out that differentiated activities are included in individual lessons by teachers, who are slightly less attentive about adjustment of learning goals and subject matter. According to research findings, most teachers feel satisfied with their profession, are suitably professionally trained and self-confident in their work. 90,5 % of teachers believe that are very well or well trained to perform inner differentiation and individualization. Most teachers think they do not have problems with implementing inner differentiation and individualization, whereas a third of teachers claim to face difficulties when applying inner differentiation and individualization. They state as problems time management, number of classes, pupils’ heterogeneousness and lack of extra professional counselling. Less than half of teachers believe that trainings for inner differentiation and individualization are too theoretical and as such less applicable for everyday use. The survey results will be of use at early and later stages of teacher training on the field of inner differentiation and individualization