TEACHER TRAINING IN CURRICULUM CONSIDERATIONS FOR MULTIGRADE GROUPS

Abstract

This research shows the scope of longitudinal results of a poll of 96 teachers of the Central- South Region of the State of Chihuahua, to generate a discussion about the recognition of the support that they receive, the difficulties that they have and their visions about the teaching designs and learning evaluation in multigrade classrooms, with a deductive method which allows the multigrade variable analysis of six dimensions. The study has three phases, the first with a post-positivist approach, where statiscal results about knowledge where they manifest representative elements of the curriculum in schools with multigrade groups, and their pedagogical habilitation from the teaching processes; the results of the elaborated analysis are the following: Teachers frequently apply reasonable adjustments and curriculum adaptations, which correspond to those that refer the adaptation of educational purposes, teachers use more frequently the ones of meaning, sociability and expansion of areas because those are part of the activities that teachers implement with their groups; they do not visualize them as alien or as a responsibility. Nevertheless, they restrict themselves to changing only materials and activities.