Multigrade pedagogies and initial teacher training for the Mexican classroom (Original)

Abstract

This article comes from a qualitative investigation on the opinions of the teachers in training of two Normal Schools, the teachers who work in those schools and the teachers in service of multigrade schools about the initial training that is given in the training schools to teachers for the multigrade classroom, the difficulties that have been encountered and which vacant areas are identified. In this work, they examine the case of eight normal teachers, four teachers in training and two teachers in service recently graduated from each one of the Normal Schools. Data collection was done through in-depth semi-structured interviews and documentary analysis. For the analysis, categories of analysis were made from the interviews that were contrasted with the documentary analysis carried out. The results show that it is necessary for teachers to be aware of the challenges involved in working in different contexts. Teachers want more training in didactics, the first necessary thing being to release the teaching script that the teaching systematization has given so that knowledge can then be put into circulation looking for adequate reactions to generate learning.