Secondary school teachers’ instructional adaptations: Perceiving and addressing students’ various learner characteristics in daily practice

Teachers are expected to adapt to differences between individual students by adjusting their didactics to variations in student traits; examples include challenging high-performance students more or changing contents based on students’ interests. These adjustments are believed to better facilitate student learning, but are rarely found in secondary education. Teachers indicate they find it challenging to adapt in this way. This dissertation attempts to contribute to better insights into the complexity of this adaptation.