‘I know it is challenging, but I still do it.’: A self-study of using differentiated teaching with students from CALD backgrounds in Australia

This study investigates the exploratory process of a pre-service teacher (PST) developing their pathway to using differentiated instruction in culturally and linguistically diverse (CALD) classrooms in Australia. Adopting a qualitative self-study methodology, the study focuses on the PST’s personal and professional growth, highlighting the reflective and developmental journey of building instructional strategies. Data were gathered through reflective notes documenting the PST’s experiences and challenges. These notes were analysed using a qualitative thematic analysis approach. The findings reveal the intricate process of self-discovery, resilience, and adaptation as the PST navigated obstacles in CALD classrooms. This exploration is a pathway for developing professional identity and pedagogical competence. The study underscores the need for teacher education programmes to emphasise experiential learning and reflective practices that prepare PSTs for the dynamic challenges of CALD classrooms. Tailored strategies integrating professional development with the exploration process can better equip PSTs for such teaching environments.