Formación docente para el desempeño multigradopercepciones de docentes preescolares multigrado en Chiapas, México

Abstract

The success of teaching in multigrade contexts requires that teachers have the necessary skills to maximise the pedagogical possibilities of these educational spaces. Therefore, this qualitative study explores the perception of ten teachers, who work in rural multigrade preschools in the state of Chiapas (Mexico), on the initial and continuous training received for performance in the multigrade classroom, as well as some of the challenges that multigrade teaching poses. The data collection was obtained through structured interviews and for the analysis of the information, the phases of the procedure of the Seid (2016) doctrine were followed, through the Atlas.Ti program. The results show that the teachers consider that the initial and continuous training they receive does not respond to the specific needs that multigrade teaching demands, and that the lack of context as a determining element in the teachers’ practice stands out in the teachers’ discourse. The conclusions emphasize the need to develop training experiences that contribute to the development of knowledge and skills for multi-grade teaching, as well as the educational policies that address the social reality of these schools.