Teacher training for class conception in multigrade groups

Abstract

The objective of this article was to offer essential theoretical-methodological considerations that contribute to the training of Primary Education professionals for the conception of the class in multigrade groups in their different combinations, based on the preparation needs of the teachers of In this context, the theoretical and practical contribution of the doctoral thesis “Reference framework for the Cuban multigrade school” was taken into account, where the results of the doctoral and master's thesis are systematized, and other research papers to introduce and generalize them in the multigrade schools of the territory. These considerations generate specificities of the components of the teaching-learning process in multigrade groups, from the proposed examples. Methods of the theoretical level were used such as analysis-synthesis, induction-deduction and modeling, empirical level prevailed observation and review of documents and as written materials were used. Among the conclusions it was stated that the fundamental user recognized the importance of this for their work and made reference to the need to direct the preparation of professionals from the initial training.