Multigrade teaching is one of the common predicaments that characterise education system in rural schools. Although multigrade teaching is seen to be a solution to enhance access to learning opportunities for learners in disadvantaged areas where low enrolment is paramount. However, student teachers’ pedagogical competence makes it difficult to attain the complex practices related to multigrade teaching. The purpose of this study was to workout practical strategies to capacitate student teachers with relevant multigrade pedagogical knowledge. This was a qualitative study grounded in interpretivist paradigm. Purposive sampling method was used to sample 25 Foundation Phase student teachers. Interviews were used as a method to collect data that was thematically analysed. Findings demonstrate insufficient opportunities for sustained practical engagement in multigrade settings; limited exposure constrained student teachers’ ability to confidently implement pedagogical strategies learned in coursework and a need for teacher education programmes to incorporate more context-specific training that reflects the realities of multigrade rural classrooms, including resource constraints and learner diversity. This study is significant as it highlights the need for teacher education programmes to incorporate context-specific training that aligns with the realities of multigrade rural classrooms.

Authors:
Rachel Mayimele, North-West University, South Africa

About the Presenter(s)
Dr Rachel Rirhandzu Mayimele is a senior Lecturer at North-West University, South Africa. my interest learner support, inclusive education and resilience. My SoTL Project: Collaboration among lecturers and student teachers in preparing for teaching .

See this presentation on the full schedule – Wednesday Schedule

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