Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

Kucita, Pawan; Kivunja, Charles; Maxwell, Thomas W; Kuyini, Ahmed Bawa

doi:10.1016/j.ijedudev.2012.05.009

Cited by 14 publications

(15 citation statements)

References 9 publications

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“…Moreover, teachers face difficulties dealing with a Multigrade class and other constraints such as lack of resources, infrequent supervision, and poor living conditions. Multigrade teachers experienced isolation and dispersion, lack of physical facilities, and pupils deprived backgrounds (Hargreaves et al, 2001;Kucita et al, 2013). Multigrade teachers experienced students' reading problems and a lack of resources such as books, stationery, learning materials, warm clothes, and food (Blease & Condy, 2014;.…”

Section: Discussionmentioning

confidence: 99%

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Challenges and Coping Strategies of Multi-Grade Teachers

Naparan

Castañeda²

2021

Int. J. Theory Appl. Elem. Second. Sch. Educ.

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Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that there were intrinsic, extrinsic, and system challenges experienced by these teachers. These challenges involved unpreparedness in teaching multigrade, low multigrade allowances, the experience of stress, language barrier, classroom management struggles, lack of resources, danger in going to stations, workload, absenteeism, lack of stakeholders’ support, and lack of trainings. However, they showed positivity in their work and applied the right coping strategies to lessen their burden. Among these coping strategies were praying, using the web, having time management, self-conditioning, developing plans, and doing research. The participants believed that handling Multigrade classes requires time, effort, and balance. Through these experiences, teachers learned to adjust and cope with the challenges they were facing. Thus, they became better educators.

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Section: Discussionmentioning

confidence: 99%

“…He emphasized teamwork, yet in this study, teamwork is challenging to observe among stakeholders, particularly the parents' support. Teachers preferred not to teach in multigrade classes due to curriculum adjustment and limited capability building among teachers (Kucita et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Challenges and Coping Strategies of Multi-Grade Teachers

Naparan

Castañeda²

2021

Int. J. Theory Appl. Elem. Second. Sch. Educ.

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“…This also explains why the only curriculum available for multigrade teachers to work with is the national primary school curriculum, designed for monograde teaching. This lack of congruence between policy and implementation of multigrade is not unique to Uganda or Zambia as we found in our analyses of multigrade policies and practices in Bhutan Kivunja et al 2013).…”

Section: The Urgent Need To Train Teachers For Multigrade Pedagogy Inmentioning

confidence: 56%

The Urgent Need to Train Teachers for Multigrade Pedagogy in African Schooling Contexts: Lessons from Uganda and Zambia

Kivunja¹

2014

IJHE

Self Cite

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Our research project funded by the British Council on multigrade teaching capacity building in Uganda and Zambia found that Uganda does not have a single higher education institution training teachers in multigrade pedagogy and Zambia has only one located at Serenje village in rural Zambia. Yet the research found that in both countries many teachers actually teach multigraded classes in spite of never having been trained in multigrade pedagogy. Our literature searches also found that this situation is not unique to these two countries but in fact very common throughout Africa. Moreover, multigrade is used not by pedagogical choice but by necessity because these countries do not have enough teachers, classrooms or other school equipment to universalize access to primary schooling on a monograde basis. Yet we know that there are well founded pedagogical reasons for using multigrade pedagogy in the education of learners, young and old. These findings lead us to the conclusion that it is not prudent to continue overlooking the potential of multigrade pedagogy to improve educational opportunities for children in African schooling contexts. This is especially true in rural and remote areas; it is therefore imperative to train teachers for multigrade pedagogy in Africa. This paper discusses the problems facing multigrade teaching in Africa and the reasons why multigrade has been neglected, the consequences of that neglect, and the need for a paradigm shift towards multigrade teaching so as to provide universal access to primary education for all children in Africa.

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“…De hecho, concluye que es un sistema que tiende a ser abolido. Kucita et al (2013) evalúan la percepción de gestores, padres, profesores de primaria y estudiantes de magisterio sobre las escuelas rurales y multigrado en Bután. Encuentra como coincidencia que es una buena forma de acercar la educación a estos entornos.…”

Section: Estado De La Cuestiónunclassified

Colegios Rurales Agrupados y formación universitaria

Arriaga

Ruiz-Gallardo

2017

profesorado

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Resumen:El objetivo del presente estudio es explorar la percepción que tienen estudiantes de magisterio y maestros en ejercicio sobre la adecuación de su formación universitaria para trabajar en Colegios Rurales Agrupados (CRA). Para ello se han elaborado dos cuestionarios con la finalidad de recabar datos cuantitativos y cualitativos, y que han completado 111 individuos. Como resultado, se comprueba que la formación universitaria respecto a la educación en CRA es tanto escasa, como deficiente. Ambos grupos proponen inclusión de asignaturas que contemplen las peculiaridades de estos centros, charlas de expertos y prácticas o visitas cortas como medida de solución. El profesorado de CRA destaca como ventajas de su labor, la atención más individualizada y que unos alumnos (mayores) enseñen a otros (menores), al tiempo que repasan. Como inconvenientes, la complejidad que supone la mezcla de niveles educativos en una misma clase, y la gestión del tiempo para atender, en paralelo, las diferentes necesidades, todo ello consecuencia de su deficiente formación. Abstract:The aim of this study is to explore the perception that both students of Education and in-service teachers have of the adaptation of their University studies, to work in rural and multigrade schools. For that, two questionnaires have been developed and fulfilled by 111 individuals, in order to collect both quantitative and qualitative data. Results show that university education is both limited and deficient. Both groups propose strategies to solve this lack, such as specific subjects, workshops with experienced in-service teachers, short training or visits to rural schools. As strengths, in-service teachers remark more individualized attention to students, and the opportunity for older pupils to teach younger ones (peer teaching). Weaknesses include the lack of strategies to teach in multigrade rooms and time management to simultaneously assist different necessities, all of this as a consequence of their inadequate initial training.

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Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

Cited by 14 publications

References 9 publications

Challenges and Coping Strategies of Multi-Grade Teachers

Challenges and Coping Strategies of Multi-Grade Teachers

The Urgent Need to Train Teachers for Multigrade Pedagogy in African Schooling Contexts: Lessons from Uganda and Zambia

Colegios Rurales Agrupados y formación universitaria

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