The Training of Undergraduate Teachers for Multigrade Work in Rural Areas. (Original)

Abstract

In the research, the authors work the problem of inadequacies in the teacher's professional training to work with multiple class. Meanwhile, the objectives are framed, firstly, to critically analyze the theoretical references that have been reviewed on the subject discussed and secondly, to propose a didactic alternative to structure the teaching-learning process in multigrade classrooms so that it is favored, and facilitate and improve the scientific-pedagogical work of teachers. In this regard, to structure said process in this context, a thematic plan is offered for those in initial training. Here the main issues to be addressed in the overcoming are incorporated, depending on the interests that exist in the aforementioned space. In this particular, the most relevant value that is fostered is equity, when assessing with a professional attitude, how education should be directed towards equal opportunity in the conditions of the pedagogical process of the sector where the school is conceived as a space for the integration of all social areas. To carry out the research in question, two groups of methods were used: the theoretical. Of which the analytic-synthetic, inductive-deductive, hermeneutical and modelation were used, fundamentally; and that of the empirical. Of the latter, the following were used: observation, documentary study, interviews and questionnaire. In addition, the criteria of specialists and users were used to assess this proposal. Meanwhile, the experimentation allowed to verify in pedagogical practice the value of the proposed didactic actions.