Increasingly, general classroom teachers are expected to be primary service providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in heterogeneous settings. This qualitative study examined the preservice experiences of 70 novice teachers at six university sites to determine conditions that may inhibit or facilitate their progress toward differentiation for academically diverse learners. Themes emerging from this investigation provide important guidelines for assisting beginning teachers in differentiating instruction in inclusive classrooms.

Preservice teachers face formidable tasks of planning and management as they enter the classroom for the first time as professionals. They also bring with them mental imprints of what teaching and leaming are like, images gained not from their professional preparation programs, but from their years as students. Once in the role of teacher, those views may be reinforced by the circumstances of their apprenticeship. This qualitative study reports five themes in the preservice teaching experience of 10 preservice teachers which may reinforce traditional views of schooling and discourage understanding and addressing unique learning needs of academically diverse learners such as gifted, remedial, and special education learners.