Empowering the teacher: How do students differ in mastering classroom engagement, and what do you do?

This abstract reports on findings from ethnographic practice research on the relation between the practice of teaching and children’s participation in classroom practices. The empirical data was conducted over a period of two years in one school located in Copenhagen. The research focus is on differentiated teaching and the professional development of teaching in diverse Classrooms.
The aim is to explore and bring forth knowledge about children’s different ways of participating in class during teaching and to empower the teachers with this knowledge. Thus, we are preoccupied with how children are mastering classroom learning and how teachers respond to the differences among the children.