Publicación:
Life history of teachers in rural schools: the discovery of diversity as a «Standard practice”

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dc.contributor.authorArroyo González, María José
dc.contributor.authorBerzosa Ramos, Ignacio
dc.contributor.authorBaridon Chauvie, Daniela
dc.date.accessioned2025-05-06T09:30:53Z
dc.date.available2025-05-06T09:30:53Z
dc.date.issued2025-04-11
dc.descriptionEsta es la versión aceptada para su publicación en International Journal of Educational Research, 131. La versión final publicada está disponible en Hacienda Pública Española / Review of Public Economics, 2021. DOI: https://dx.doi.org/10.7866/HPE-RPE.21.3.2
dc.description.abstractThis study investigates rural multigrade classrooms in Castilla y León (Spain), which integrate students of various ages, abilities, and needs. While multigrade education presents numerous benefits, it remains a contentious topic in educational policy. Rural schools often serve as entry points for novice teachers, impacting their professional identity development. However, a notable lack of adequate training for rural education and the development of inclusive practices persists. Employing a qualitative, biographical methodology, the research involved semi-structured interviews with 11 educators who have experience in rural settings. Key themes emerged, including the discovery of rural pedagogy, the complexities of teaching diverse classrooms, and significant gaps in teacher training. Findings indicate that multigrade classrooms are distinctive environments fostering strong teacher-student relationships and promoting inclusive practices. Novice teachers gain insights into classroom management and individualized instruction, benefiting from favourable student-teacher ratios. Nonetheless, challenges related to insufficient initial training, lack of training in inclusive practices, and resource allocation remain critical. The study advocates for improved educational policies to enhance teacher preparation and support in rural multigrade environments, ultimately aiming to bolster both teacher development and student outcomes.en
dc.description.versionversión final
dc.identifier.citationGonzález, M. J. A., Ramos, I. B., & Chauvie, D. B. (2025). Life history of teachers in rural schools: the discovery of diversity as a «Standard practice”. International Journal of Educational Research, 131. https://doi.org/10.1016/J.IJER.2025.102597
dc.identifier.doihttps://doi.org/10.1016/j.ijer.2025.102597
dc.identifier.issn0883-0355; e-ISSN: 1873-538X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/26518
dc.journal.titleInternational Journal of Educational Research
dc.journal.volume131
dc.language.isoen
dc.publisherElsevier
dc.relation.centerFacultad de Educación
dc.relation.departmentTeoría de la Educación y Pedagogía Social
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject55 Historia::5506 Historia por especialidades::5506.07 Historia de la educación
dc.subject.keywordsMultigrade classroomen
dc.subject.keywordsrural schoolen
dc.subject.keywordsdiversityen
dc.subject.keywordseducational inclusionen
dc.subject.keywordslife historyen
dc.subject.keywordsinterviewen
dc.subject.keywordsteachersen
dc.titleLife history of teachers in rural schools: the discovery of diversity as a «Standard practice”en
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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