Preparing teachers for multigrade classrooms: An action research study of a preservice teacher education curriculum

Abstract

The aim of this study was to examine the implementation and iterative refinement of a draft curriculum for the Teaching in Multigrade Classrooms course within a preservice teacher education programme. Using an action research design, the curriculum was implemented with 34 preservice teachers across four action cycles. Qualitative and quantitative data were collected through observations, interviews, reflective forms, researcher and observer records, student products, and the Self-Efficacy Scale for Teaching in Multigrade Classrooms. Data were analysed using content analysis and the Wilcoxon Signed Ranks Test. Post-implementation self-efficacy scores were significantly higher than pre-implementation scores, with effect size (r = .87). Rubric results from the final cycle also indicated relatively high levels of lesson-planning and teaching performance within the course. Qualitative findings suggested greater engagement with student-centred practices, reflective thinking, and authentic field experiences over the implementation process. Taken together, the findings provide preliminary and context-specific insights into the feasibility of the curriculum and the professional learning observed during its implementation.