Teaching and Learning Practices in Multigrade Classes in Primary Education

Vollständiger Abstract

Worum geht es in dieser Arbeit?

This article aims to examine practices in multigrade teaching with a particular focus on how teachers model and plan learning content in multigrade classrooms and its relevance, as an important phenomenon in the schools of many European countries. Our study uses a qualitative model through semi-structured interviews and participatory classroom observations. Data sources include perceptions of 10 teachers serving in common classes 0-2 (preschool, first grade, and second grade), grades 3-4 (third and fourth grade), and 1- 4 (first, second, third, and fourth grade) in multigrade teaching in two Austrian primary schools. The results in this study show that integrated classes learn together in one classroom, while the curriculum is done as it should be done in separate classrooms, based on the level of the children and their needs. Among other things, this study demonstrates teaching models used in multigrade classrooms illustrated with examples of how teachers can apply learning content in different areas. in adapting integrated classrooms and how it can effectively support students’ individual learning.