Multi-grade teaching: Experiences of teachers and preservice teachers in Turkey

Abstract

Abstract This case study compared preservice primary school teachers' and primary school teachers' experiences with multi-grade teaching in the 2018–2019 academic year. The sample consisted of 17 fourth-year students in the department of primary school teaching education of a public university and 14 multi-grade teachers from 12 schools in Turkey. The preservice teachers and multi-grade primary school teachers developed similar lesson plans and executed similar learning processes. Although the multi-grade teachers claimed that they used different methods (brainstorming, drama, observation, etc.), the preservice teachers observed them mostly use Q&A and direct instruction techniques. The preservice teachers did not use multidisciplinary teaching activities but instead showed students videos and slides and designed textbook-based activities. They did not use different methods to plan a multi-grade lecture. Multi-grade teaching training offered by the faculties of education should be interdisciplinary and encourage collaboration among teachers from other branches (e.g., teacher agency).