Level of Practice and Challenges in Implementing Differentiated Pedagogy among Form One Tamil Language Teachers

Abstract

This study aims to examine the level of practice and the challenges in implementing Differentiated Pedagogy among form one Tamil language teachers. The research was conducted in the state of Johor using a qualitative approach. A total of five form one Tamil language teachers from Johor were randomly selected as study participants. The research instrument employed was a semi-structured interview. Data collection was carried out through telephone conversations and online sessions via google meet. The interview data were transcribed verbatim and manually analysed by assigning appropriate codes to each respondent’s input. Findings revealed that all participants possessed sound knowledge of Differentiated Pedagogy and actively applied it in their teaching and learning processes. The interviews identified five key challenges faced by Tamil language teachers in implementing Differentiated Pedagogy. That is time constraints in planning and management, infrastructural limitations, teaching aids, and workload burden. These challenges hinder the effective implementation of Differentiated Pedagogy among form one Tamil language teachers in Johor. Relevant authorities must take appropriate measures to address these challenges to enable more efficient and effective implementation of Differentiated Pedagogy.