BRIDGING THE GAP BETWEEN THEORY AND PRACTICE: A DIFFERENTIATED EXPERIENTIAL LEARNING APPROACH TO GRADUATE ATTRIBUTES IN PRE-SERVICE TEACHERS
DOI:
https://doi.org/10.18623/rvd.v23.5154Keywords:
Differentiated Instruction, Experiential Learning, Classroom Management, Graduate Attributes, Teacher EducationAbstract
Graduate attributes have become a critical indicator of higher education quality, particularly in teacher education programs where graduates’ competencies directly influence the future of schooling. However, a persistent challenge in pre-service teacher education is the gap between theoretical knowledge and professional practice. This study aims to bridge this gap through the development and evaluation of a Differentiated Experiential Learning (DEL) model designed to strengthen classroom management competence and graduate attributes among pre-service teachers. Employing a Research and Development (R&D) approach guided by the ADDIE framework, this study integrated qualitative and quantitative methods. Data were collected through interviews, observations, document analysis, and pre-test–post-test measures involving pre-service teachers enrolled in a Classroom Management course. The DEL model integrates Kolb’s experiential learning cycle with Tomlinson’s differentiated instruction principles, enabling learning pathways adapted to students’ readiness levels. The findings indicate that the DEL model significantly improved pre-service teachers’ classroom management competence, with substantial learning gains observed across low-, moderate-, and high-readiness groups. Moreover, the reduction in score dispersion suggests that the model promotes more equitable learning outcomes. Qualitative results further reveal positive impacts on key graduate attributes, including reflective thinking, collaboration, professional autonomy, and contextual sensitivity. Pre-service teachers demonstrated greater confidence and ability to apply theoretical concepts in authentic teaching scenarios. In conclusion, the DEL model is empirically valid, practical, and effective in bridging theory and practice in pre-service teacher education. By integrating differentiated instruction with experiential learning, the model supports both professional competence and holistic graduate attribute development. This study contributes to teacher education scholarship by offering a pedagogically robust framework for preparing adaptive and professionally competent future teachers.
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