A new approach to children's education quarterly

A new approach to children's education quarterly

Phenomenology of lived experiences of teachers of multi-grade classes, case study: teachers of Saqez city

Document Type : Original Article

Authors
rashid Ahmadifar 1
arazu faragian 2
1 associate professor of sociology at farhangian university
2 teacher
10.22034/naes.2023.420222.1351
Abstract
The present study aimed to investigate the lived experiences of elementary school teachers about the challenges of multi-grade classes and to emphasize on their proposed solutions. It was conducted in the framework of qualitative research method and colaizzi's phenomenological approach. The research statistical population consisted of experienced male and female teachers of multi-grade classes in Saqqez, Iran, among whom a statistical sample of 10 teachers with the highest teaching years were selected through purposeful sampling method. The data obtained from the semi-structured interviews was analyzed through content analysis and open, pivotal and selective coding which led to the final summation of the most important educational challenges of multi-grade classes and practical solutions employed by these teachers. The findings showed that the most important educational challenges of multi-grade classes are 1) lack of time and time management due to the large number of textbooks and 2) students’ bilingualism. Based on the findings it is suggested that multi-grade teacher-training courses and revising textbooks according to the conditions of these classes while adapting to the objectives of the national curriculum is of high necessity.

Highlights

[1] Samadian P. Management and teaching methods in multi-grade classes, Tabriz: Author. 2007. [Persian]

[2] Mortazavizadeh H. Teaching guide in multigrade classes. Tehran: Abed. 2009. [Persian]

[3] Saidklan SM, Heydari A. Evaluating the management of multi-grade classrooms in elementary schools from the perspective of educational leaders. Bi-quarterly journal of research in educational sciences and counseling, 2019; 6(13). [Persian]

[4] Karimi M, Ghafouri Kh. The advantages and limitations of multi-grade classes based on the lived experiences of multi-grade classes teachers. Teacher's Professional Development Quarterly, 2017; 3(2): 59-74. [Persian]

[5] Rauf Ziyai R. Planning, teaching and managing multigrade classes. Tehran: Tarbiat Melam Center. 1991. [Persian]

[6] Faraji A. Investigating the educational quality of multi-level elementary school classes. Research project report, East Azerbaijan Education Organization, 2001. [Persian]

[7] Salehi Z. Comparing the efficiency and effectiveness of teachers and the academic success of students in multi-level and single-level classes. Research project report, East Azerbaijan Education Organization. 2002. [Persian]

[8] Abdi H. Examining the educational problems of multigrade classes. Research project report, East Azerbaijan Education Organization. 2005. [Persian]

[9] Mkusana K, Kapisa M. Self-taught multi-grade teaching. Translated by Moharram Aghazadeh. Tehran: Aizh. 2008. [Persian]

[10] Vakili Qasrian L. Challenges of teaching in rural areas, a case study in Mochesh region of Kurdistan. Master's thesis. The University of Kordestan, 2010. [Persian]

[11] Hosseini S. A comparative study of the professional status and teacher training system of multigrade classes in Iran with Canada, Greece and Indonesia. Master's thesis. Tarbiat University of Shahid Rajaei, 2013. [Persian]

[12] Bashiri Hadadan K, Mahmoudi F, Rezapour Y, Adib Y. Describing the experiences and perceptions of teachers and experts about education in multi-level classes of elementary school in rural areas, Kalibar Education and Learning Research, 2014; 12(2): 107-120. [Persian]

[13] Ghanbari M, Nikkhah M. What do teachers of multi-grade classes know about the opportunities and limitations of these classes? Teacher's Professional Development, 2016;  2(2): 55-66. [Persian]

[14] Ansari A, Hosni Karimabad A. Describing the lived experiences of primary school teachers about multi-level classes (case study: multi-level classes of Anzali District Education Department). Psychological Advances, Educational Sciences, 2018; (17): 16-31. [Persian]

[15] Abdi S. Problems of curriculum implementation in multi-grade classes of Musian region. Master's thesis. Chamran martyr of Ahwaz University, 2018. [Persian]

[16] Nazari A. Identifying sources of occupational stress in multi-grade teachers: a qualitative study. Master's thesis. University of Zanjan, 2019. [Persian]

[17] Ebrahimi S. A systematic review of multigrade classroom studies. Quarterly Journal of Curriculum Planning Research, 2021; 18(2): 101-131. [Persian]

[18] Khanifar H, Muslimi N. Principles and basics of qualitative research methods. (second edition). Tehran: Negah Danesh Publications, 2017. [Persian]

[19] Habibi A, Regular S. Phenomenology book. Tehran: Naron Publications. 2022. [Persian]

[20] Colaizzi P.F. Psychological research as a phenomenologist views it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, New York, 1978; 48-71.

[21] Razavi SM, Akbari M, Jafarzadeh M, Zali M. Reexamination of mixed research method. (second edition). Tehran: Tehran University Press, 2012. [Persian]

[22] Pravalpruk K. Partnerships in teacher development for new Asia. Report of an international conference, UNESCO. 1995; 111-141

Keywords
Problems of multi grade classes
teachers'
lived experiences
suggested solutions

Subjects

[1] Samadian P. Management and teaching methods in multi-grade classes, Tabriz: Author. 2007. [Persian]
[2] Mortazavizadeh H. Teaching guide in multigrade classes. Tehran: Abed. 2009. [Persian]
[3] Saidklan SM, Heydari A. Evaluating the management of multi-grade classrooms in elementary schools from the perspective of educational leaders. Bi-quarterly journal of research in educational sciences and counseling, 2019; 6(13). [Persian]
[4] Karimi M, Ghafouri Kh. The advantages and limitations of multi-grade classes based on the lived experiences of multi-grade classes teachers. Teacher's Professional Development Quarterly, 2017; 3(2): 59-74. [Persian]
[5] Rauf Ziyai R. Planning, teaching and managing multigrade classes. Tehran: Tarbiat Melam Center. 1991. [Persian]
[6] Faraji A. Investigating the educational quality of multi-level elementary school classes. Research project report, East Azerbaijan Education Organization, 2001. [Persian]
[7] Salehi Z. Comparing the efficiency and effectiveness of teachers and the academic success of students in multi-level and single-level classes. Research project report, East Azerbaijan Education Organization. 2002. [Persian]
[8] Abdi H. Examining the educational problems of multigrade classes. Research project report, East Azerbaijan Education Organization. 2005. [Persian]
[9] Mkusana K, Kapisa M. Self-taught multi-grade teaching. Translated by Moharram Aghazadeh. Tehran: Aizh. 2008. [Persian]
[10] Vakili Qasrian L. Challenges of teaching in rural areas, a case study in Mochesh region of Kurdistan. Master's thesis. The University of Kordestan, 2010. [Persian]
[11] Hosseini S. A comparative study of the professional status and teacher training system of multigrade classes in Iran with Canada, Greece and Indonesia. Master's thesis. Tarbiat University of Shahid Rajaei, 2013. [Persian]
[12] Bashiri Hadadan K, Mahmoudi F, Rezapour Y, Adib Y. Describing the experiences and perceptions of teachers and experts about education in multi-level classes of elementary school in rural areas, Kalibar Education and Learning Research, 2014; 12(2): 107-120. [Persian]
[13] Ghanbari M, Nikkhah M. What do teachers of multi-grade classes know about the opportunities and limitations of these classes? Teacher's Professional Development, 2016;  2(2): 55-66. [Persian]
[14] Ansari A, Hosni Karimabad A. Describing the lived experiences of primary school teachers about multi-level classes (case study: multi-level classes of Anzali District Education Department). Psychological Advances, Educational Sciences, 2018; (17): 16-31. [Persian]
[15] Abdi S. Problems of curriculum implementation in multi-grade classes of Musian region. Master's thesis. Chamran martyr of Ahwaz University, 2018. [Persian]
[16] Nazari A. Identifying sources of occupational stress in multi-grade teachers: a qualitative study. Master's thesis. University of Zanjan, 2019. [Persian]
[17] Ebrahimi S. A systematic review of multigrade classroom studies. Quarterly Journal of Curriculum Planning Research, 2021; 18(2): 101-131. [Persian]
[18] Khanifar H, Muslimi N. Principles and basics of qualitative research methods. (second edition). Tehran: Negah Danesh Publications, 2017. [Persian]
[19] Habibi A, Regular S. Phenomenology book. Tehran: Naron Publications. 2022. [Persian]
[20] Colaizzi P.F. Psychological research as a phenomenologist views it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, New York, 1978; 48-71.
[21] Razavi SM, Akbari M, Jafarzadeh M, Zali M. Reexamination of mixed research method. (second edition). Tehran: Tehran University Press, 2012. [Persian]
[22] Pravalpruk K. Partnerships in teacher development for new Asia. Report of an international conference, UNESCO. 1995; 111-141

  • Receive Date 02 December 2023
  • Revise Date 05 April 2024
  • Accept Date 10 January 2024
  • First Publish Date 10 January 2024
  • Publish Date 22 November 2023