DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES

DOI: 10.18173/2354-1075.2026-0012

Abstract

Competency in differentiated instruction is one of the essential professional competencies required of teachers to achieve the goal of developing learners’ qualities and abilities. The development of a competency framework for differentiated instruction among pre-service Fine Arts teachers is essential for enhancing the quality of Fine Arts teachers. Drawing upon theoretical research and expert consultation, the study proposes a competency framework consisting of six criteria and fourteen indicators, which comprehensively represent the component skills of differentiated instruction competence. Furthermore, the paper outlines the foundations, principles, and process for developing this competency framework for preservice Fine Arts teacher. The research results provide a foundation for universities to develop and enhance Fine Arts teacher education programs that meet professional standards and respond to the current demands of educational innovation.