Evaluation of Primary Reading Teaching in Multigrade Classes According to Teachers' Views

Year 2024, , 34 - 46, 02.08.2024

Soner Yılmaz , Erdal Kesgin , Şerife Canıberk

https://doi.org/10.52134/ueader.1365240

Abstract

Multigrade classes which are at least two or more grade’s students are brought together in the same classroom and educational activities are carried out simultaneously by a single teacher. The main purpose of this study is how this practice, closely related to many teachers, students and parents, is evaluated by teachers. The aim of this study is to reveal how teachers explain this experience, its positive and negative aspects, and the difficulties experienced during sound-based sentence teaching. Semi-structured interviews were held with 7 teachers in order to evaluate primary reading instruction in multigrade classes according to teachers' opinions. The data regarding the participants selected by the criterion sampling method were transferred to the word environment on the computer and descriptive analysis was performed. The analyses were evaluated and interpreted. Teachers stated that teaching in multigrade classrooms is quite different from teaching in independent classrooms. They stated that this experience provides greater satisfaction at the teaching profession and increases the sense of belonging to the school. They also stated that it is important to step in the role of community leadership and to reside in the village. Among the positive aspects of teaching in multigrade classes; supporting students’ social and emotional development; supporting cognitive development by more effective usage of peer teaching, and the small class member number. Among the negative aspects, there are time constraints, emotional difficulties experienced by teachers, insufficient readiness of students, upper classes to make fun of lower classes, physical limitations and material deficiencies. It has been mentioned that some teachers changed the order of the letters during the teaching reading, that the region where the school is located is a place with intense dialect, making the process difficult, and the difficulties of performing some sound recognition activities. In order to allocate more resources to the relevant schools in order to overcome the difficulties experienced in the multigrade classrooms and to enable the teachers to start the process more ready, it is recommended that the education courses in the multi-grade classrooms conducted at the university should be more practice-based. The participants in this study are teachers. A study can be conducted that addresses the students' perspective.

Keywords

Multigrade teaching, Teaching reading, Negative and positive aspects, Teachers’ perspective.

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