Theoretical considerations for improving the teaching-learning process in multigrade schools
Keywords:
primary teacher, teaching-learning process, multigrade schoolsAbstract
Multigrade schools in rural areas face the challenge of insufficient didactic-methodological preparation of primary teachers to manage the teaching-learning process under diverse grades and developmental levels. The aim of this study was to provide theoretical and methodological considerations that contribute to improving the management of this process in such contexts. A qualitative approach was applied, using documentary analysis of recent sources, semi-structured interviews with rural teachers, participant observation in multigrade classrooms, and comparative analysis with Latin American experiences. Results highlight the need for differentiated teacher preparation based on contextualization, curricular integration, and cooperation. It is concluded that multigrade schools are strategic spaces for ensuring educational equity in rural communities, and it is recommended to strengthen initial and ongoing teacher training with specific methodological strategies.
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References
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