Özet:

This meta-synthesis study aims to reveal the perspectives of teachers in Turkey towards differentiated instruction. In order to collect the data of the study, searches were made in Google Scholar TÜBİTAK ULAKBİM, YÖK National Thesis System, Educational Resources Information Center (ERIC) and Scopus databases with the keyword differentiated instruction. A total of 32 studies were accessed. Studies conducted with teachers in Turkey using qualitative and mixed research methods were included in the study. In addition, care was taken to ensure that the analyzes were conducted correctly and reliability was ensured. As a result of the determined criteria, 10 studies were selected. The data were analyzed with qualitative content analysis. In the findings regarding the first research question of the study, the themes of effective teaching appropriate to individual differences, cognitive, affective and behavioral effects, finding differentiated instruction effective, difficulties arising from education policies and stakeholders of education, and applicability according to conditions were reached. In the findings obtained regarding the second research question of the study, respectable, effective and development-oriented syntheses of professional development and the feasibility of differentiated instruction in Turkey were reached. In this meta-synthesis study, teachers stated that although they found differentiated instruction effective for both themselves and their students, there were problems that prevented it from being applicable. It has been observed that the lack of knowledge about differentiated instruction comes to the fore among the obstacles arising from education policies and education stakeholders. Based on the results obtained from this research, it is recommended that all stakeholders of education be informed about differentiated instruction.

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