Phenomenology of teachers' experiences of Training injuries In multi-grade rural classes in Kermanshah and strategies to improve the quality of education in them

Document Type : Original Article

Authors

1 کرمانشاه- بلوار عشایر (خیابان سنجابی) کوچه شهید کاظمی، پلاک 39 کدپستی 6714717887

2 lecturer at Farhangian University

Abstract

The aim of the present study is to Phenomenology of teachers' experiences of Training injuries In multi-grade rural classes in Kermanshah and strategies to improve the quality of education in them. To understand the lived experiences of teachers, the method of interpretive morphology, which is a qualitative research approach and content analysis method, has been used. The statistical sample of the present study, based on purposive sampling, was selected from teachers who have taught in multi-grade classes for more than two years. Data were collected through in-depth semi-organized interviews with 12 teachers (6 males and 6 females) about their experiences and perceptions of research questions and then analyzed by Van Manen method. According to the research findings, the training injuries in multi-grade classes include lack of time, teaching aids and facilities, use of less motivated and inexperienced teachers, inefficient teaching methods, age difference and gender composition, bilingualism, basic scientific weakness, and high absenteeism. Suggested strategies for improving the quality of multi-level school education include the use of educational technologies, teacher selection, new teaching models, support from officials, provision of teaching aids and the use of motivated teachers. In the end, it can be concluded that by applying educational and psychological strategies, multi-level students can make the same progress as students in single-grade classes

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History

  • Receive Date: 07 April 2021
  • Revise Date: 11 August 2021
  • Accept Date: 27 June 2021

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