Analyze Novice Teachers' Experiences of Teaching Challenges in Multigrade Classrooms

Abstract

This study was designed to understand the lived experience of novice teachers of the challenges of teaching in multigrade classrooms and was conducted in the framework of qualitative research method and descriptive phenomenological design. Participants in this study (24) were novice teachers with one to three years teaching experience. in multi-grade classes who were purposefully selected based on the inclusion criteria and participated in semi-structured interviews. Interviews were analyzed using the Colaizzi model. Findings of this research showed (7) categories including structural challenges, specialized knowledge challenges, contextual challenges, student-related challenges, parent-related challenges, educational challenges and challenges faced with unexpected situations and (33) code. Based on the findings of this study, it is suggested that teachers with three years of teaching experience in regular classes be employed in multi-grade classes. Also, courses related to multi-grade classes in the field of primary education should be taught as team teaching (faculty member and experienced teacher teaching in multi-grade classes). In this way, decision makers in the education system can design and implement appropriate intervention programs to address the challenges of novice teachers in multigrade classrooms.

Keywords

• multigrade classes
• lived experience of novice teacher
• challenges for novice teachers