Preparing Future Teachers To Implement Differentiated And Individualized Instruction In Primary Education

Abstract

This thesis examines the pedagogical preparation of future primary school teachers for implementing differentiated and individualized instruction. The relevance of the topic is determined by the diversity of pupils’ learning abilities, interests, prior knowledge, learning pace, and educational needs. The study analyzes the theoretical foundations of differentiated and individualized approaches and identifies the professional competencies required for their effective implementation.

Particular attention is given to diagnostic assessment, flexible task design, selection of teaching methods, formative feedback, and reflective practice. The methodological framework combines theoretical analysis, comparison, and synthesis of Uzbek pedagogical literature. The findings suggest that teacher preparation should integrate theoretical knowledge, practical teaching experience, and the ability to make evidence-informed instructional decisions. The thesis proposes practical recommendations for incorporating differentiated instruction into teacher education programmes and pedagogical practice.