Structuring teacher candidate learning about differentiated instruction through coursework

- Varied activities supported appropriation of DI's conceptual & practical tools.
- Participants' appropriation processes were markedly individualized.
- Modeling of DI's practical tools was mostly unrecognized without explicit dialog.
- All participants' prior beliefs about teaching aligned with DI's conceptual tools.
- New knowledge of DI's conceptual & practical tools expanded participants' beliefs.