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ERIC Number: EJ1405509
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
The Conundrum of Multi-Grade Teaching in Zimbabwe's Satellite Primary Schools: Quality Multi-Grade Education Crisis
Godfrey Jakachira; Wonder Muchabaiwa
Cogent Education, v10 n2 Article 2263639 2023
This qualitative study was prompted by the need to establish the challenges and prospects of quality Multi-grade Teaching in satellite primary schools. Through in-depth interviews with the Teachers in Charge of the schools and Focus Group Interviews with teachers, data were generated and analysed thematically. The Three-level Typology created by Dyson, Gunter, Hall, Jones and Kalambouka in 2007 provided the theoretical lens of the study. Regardless of the existence of multi-grade classes in the schools, all the Teachers in Charge and teachers staffing the schools were not trained in Multi-grade Teaching. Even the Cluster Heads and School Inspectors who should provide them with Multi-grade Teaching support also lacked training in Multi-grade pedagogy. Due to a lack of multi-grade teaching preparation and support, the teachers and Teachers in Charge only teach the curriculum content for higher grades in multi-grade classes. The learners in the lower grades experience learning content backlogs which affect their mastery of concepts as they go through the spiral primary school curriculum. Pre-service and in-service teacher development programmes in multi-grade pedagogy are recommended to address the multi-grade teaching crisis and enhance the provision of quality multi-grade education. The study adds knowledge to the discourse of quality multi-grade education.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A