Grounded-theory analysis of interviews with eight teachers and a focus group of seven stakeholders produced a three-stage continuum: intuitive experience, professional practice, and reflective professionalism. Five dynamic dimensions cut across the model. The proposed Instructional Substitution Effect describes how technical gaps can shift teachers from differentiated instruction toward defensive behaviour management.
Key findings
- The model describes three developmental stages across five interacting dimensions. • Practice can advance ahead of professional understanding, creating structural misalignment. • Technical deficits may cause behaviour management to substitute for differentiated instruction.
Why this matters globally
The model can inform staged teacher development and underscores that training alone is insufficient without school support, family collaboration, and professional-learning structures.
Thai researcher contribution
Tong-Yao Jin is affiliated with Suan Sunandha Rajabhat University in the source metadata, linking a Thai institution to framework development for inclusive-education teacher capacity.
Limitations to consider
The qualitative model derives from eight teachers and seven stakeholders. It requires quantitative validation, measurement testing, and replication across other education systems.