Abstract

In Turkey, a trend is beginning to start towards inclusive practices by the initiatives of the Ministry of Education. Teachers are beginning to be placed in a position to adapt their instructions to meet the needs of their students in heterogonous settings. The main purpose of the present study was to develop a Self-Efficacy Scale of Differentiated Instruction, which assesses self-efficacy of student teachers with regards to differentiated instruction. A total of 361 senior student teachers who are at the final days at the university participated in the study. The scale was developed through five stages, namely; development of scale items, ensuring content validity, piloting, implementation and factor analysis and reliability. The results show that the scale is composed of three factors that are consistent with the predicted constructs: Planning, teaching practice, assessment. The scale could be used in future research to examine competencies of student teachers in terms of differentiated instruction.