The lived experiences of teaching multi-grade classroom teachers

Subject Areas : Education

زینب طولابی ^{1 *} , زینب toulabi ²

1 - دانشگاه ایلام
2 - Associate Professor and Faculty Member, Department of Management, Faculty of Literature and Humanities, Ilam University, Iran

Received: 2023-07-15 Accepted : 2023-12-05 Published : 2024-08-20

Keywords: teachers, Lived experience, multi-grade schools, teachers of multi-grade schools,

Abstract :

Abstract
Introduction: teaching in remote logic requires the integration of students of different grades and the combination of their curricula. The present study was conducted with the aim of investigating the lived experiences of teachers of multi-grade classes in Ilam province.
research methodology: The research was conducted with a qualitative approach and descriptive phenomenological method. The research community is all teachers of multi-grade classes in Ilam province in the academic year of 2001-2001. The research tool was semi-structured interview, which was conducted using the purposeful and accessible sampling method, and 10 teachers and principals of multi-grade schools were interviewed until theoretical saturation was reached. The data was analyzed using Claysey's analysis strategy.
Findings: Based on the lived experience of teachers of multi-grade classes in Ilam province, challenges specific to the region, teacher, curriculum and teacher-student relationship are considered to be the most important problems of multi-grade schools. Also, the findings about teachers' lived experience of time management in multi-grade classes were formed from the