Work in multigrade classrooms: need in the initial training of the graduate in primary education

Abstract

The process of initial training of the primary teacher to work in multigrade classrooms is a core issue that cannot be postponed due to the importance of their influence as the basis of society. In order to achieve an optimal initial training process, several generations of study plans have been applied in the Primary Education career, considering it as a need for curricular innovation, conceiving a continuous training process for professionals and increasing quality and comprehensiveness in their training. The objective of this review article is to characterize the historical evolution of the initial training process of the primary teacher for work in multigrade classrooms in the students of the Bachelor of Primary Education career, through the use of the historical and logical method, the documentary analysis and of analysis and synthesis procedures and induction and deduction. As a result of the study carried out, the main features of the initial training process of the primary teacher for work in multigrade classrooms were determined. The investigation allowed us to conclude that the process of initial training for work in multigrade classrooms implies knowledge of the set of stages that occur logically in the initial training of the primary teacher and that allow the appropriation of content for multigrade classrooms in correspondence with the consistent performance of his mode of action as a university graduate.