PRE-SERVICE ENGLISH TEACHERS' COGNITION OF DIFFERENTIATED INSTRUCTION DURING INTERNSHIP

This research aimed to determine the level of cognition of pre-service English
teachers of Differentiated Instruction and explore the factors that shape their
cognition during the Teaching Practicum Program. This research used a quantitative
descriptive method with a survey design and involved 77 pre-service English
teachers who had participated in the Teaching Practicum Program. A questionnaire
instrument was used to measure the level of cognition and the factors that shape it.
The findings of this research indicate that the majority of participants had a high
cognition of Differentiated Instruction, with a percentage of 94%. The pre-service
English teachers demonstrated an understanding that this approach is important for
adapting learning to the differences in student characteristics, interests, and needs.
The affect aspect was seen as the most important component in its implementation.
The factor that most shaped their cognition was direct experience in the classroom,
which allowed pre-service English teachers to face real challenges and learn to
adapt learning strategies according to student needs.
Keywords: Cognition, Pre-service English Teachers, Differentiated
Instruction, Teaching Practicum.