Özet:

In this study, social information teachers candidates’ self-qualifications for differentiated teaching have been studied according to class and university variables. The work is designed with the screening method. The study group was formed by 293 teachers candidates from three separate universities, determining by easy-to-access sample. The data of the study is collected by the differentiated teaching self-qualification scale. In the analysis of the data obtained from the study, Mann Whitney U and Kruskal Wallis test were used because the distribution was not normal. The findings obtained in the study have found that social information teachers candidates have high self-qualifications for differentiated teaching. The results obtained according to the class variable have found that there is no significant difference in social information in the total score of the teacher candidates for differentiated teaching. Social information has found that the self-qualifications of the teaching candidates for differentiated teaching in the subdimensions of planning, application and evaluation also do not differ significantly according to the class variable. Social information has come to the conclusion that the total self-qualification points of the teacher candidates for differentiated teaching do not show a significant difference according to the university variable. Differentiated teaching planning, implementation and evaluation in the subdimensions of social information teachers candidates' self-qualifications have not shown a significant difference according to the university variable.

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