Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities
Introduction: This study examined multigrade education policies, pre-service English teacher education practices, and the classroom realities of novice teachers when teaching English in multigrade schools in rural Ecuador. Methodology: Using a case study design, data were collected through document...
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/2388 |
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| author | Kalantar, Omid Gavilanes Macas, Tatiana Yanibel Robles Pérez, Gisella Adriana Kalantar, Omid |
| author_facet | Kalantar, Omid Gavilanes Macas, Tatiana Yanibel Robles Pérez, Gisella Adriana Kalantar, Omid |
| author_sort | Kalantar, Omid |
| collection | OJS |
| description | Introduction: This study examined multigrade education policies, pre-service English teacher education practices, and the classroom realities of novice teachers when teaching English in multigrade schools in rural Ecuador. Methodology: Using a case study design, data were collected through document analysis and in-depth interviews with two pre-service English teachers who taught in two multigrade schools as part of their practicum. The document analysis phase provided insight into teacher education practices and the policies for multigrade education, while the interviews revealed classroom realities and how new teachers are prepared to encounter those realities. Results and discussion: The results of this study indicate that the policies introduced for multigrade education provide suitable recommendations; however, multigrade schools are located in rural areas, but teacher education in Ecuador focuses on training teachers for urban settings. This leads newly qualified teachers to resort to improvisation when working in a multigrade context. Moreover, multigrade education in Ecuador is characterized by a lack of English teachers, limited educational resources, inadequate infrastructure, limited technology use, and a lack of a structured English curriculum. Conclusions: To address these challenges, practical recommendations are provided. Moreover, it is recommended to use short but targeted in-service and pre-service multigrade teacher training programs that train rural residents to serve as teachers in their communities. |
| format | Digital |
| id | revistas.uan.edu.co-article-2388 |
| institution | Revista PAPELES |
| language | English |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-23882026-09-06T09:06:52Z Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities La enseñanza del inglés en escuelas multigrado: desde la formación docente hasta las realidades del aula Kalantar, Omid Gavilanes Macas, Tatiana Yanibel Robles Pérez, Gisella Adriana Kalantar, Omid Multigrade education ELT EFL teacher education education Educación multigrado enseñanza del inglés inglés como lengua extranjera formación docente educación Introduction: This study examined multigrade education policies, pre-service English teacher education practices, and the classroom realities of novice teachers when teaching English in multigrade schools in rural Ecuador. Methodology: Using a case study design, data were collected through document analysis and in-depth interviews with two pre-service English teachers who taught in two multigrade schools as part of their practicum. The document analysis phase provided insight into teacher education practices and the policies for multigrade education, while the interviews revealed classroom realities and how new teachers are prepared to encounter those realities. Results and discussion: The results of this study indicate that the policies introduced for multigrade education provide suitable recommendations; however, multigrade schools are located in rural areas, but teacher education in Ecuador focuses on training teachers for urban settings. This leads newly qualified teachers to resort to improvisation when working in a multigrade context. Moreover, multigrade education in Ecuador is characterized by a lack of English teachers, limited educational resources, inadequate infrastructure, limited technology use, and a lack of a structured English curriculum. Conclusions: To address these challenges, practical recommendations are provided. Moreover, it is recommended to use short but targeted in-service and pre-service multigrade teacher training programs that train rural residents to serve as teachers in their communities. Introducción: Este estudio examinó las políticas de educación multigrado, las prácticas de formación de docentes de inglés en formación inicial y las realidades del aula que enfrentan los docentes novatos al enseñar inglés en escuelas multigrado en zonas rurales de Ecuador. Metodología: Utilizando un diseño de estudio de caso, los datos se recopilaron mediante análisis documental y entrevistas en profundidad con dos docentes de inglés en formación que enseñaron en dos escuelas multigrado como parte de su práctica profesional. La fase de análisis documental proporcionó información sobre las prácticas de formación docente y las políticas de educación multigrado, mientras que las entrevistas revelaron las realidades del aula y cómo se prepara a los nuevos docentes para enfrentarlas. Resultados y discusión: Los resultados de este estudio indican que las políticas implementadas para la educación multigrado ofrecen recomendaciones adecuadas; sin embargo, las escuelas multigrado se encuentran en zonas rurales, mientras que la formación docente en Ecuador se centra en preparar a los profesores para contextos urbanos. Esto lleva a que los docentes recién titulados recurran a la improvisación cuando trabajan en contextos multigrado. Además, la educación multigrado en Ecuador se caracteriza por la falta de docentes de inglés, recursos educativos limitados, infraestructura inadecuada, uso limitado de la tecnología y la ausencia de un currículo estructurado de inglés. Conclusiones: Para abordar estos desafíos, se proponen recomendaciones prácticas. Asimismo, se recomienda implementar programas de formación docente multigrado, tanto en servicio como en formación inicial, que sean breves pero específicos, y que capaciten a residentes de zonas rurales para desempeñarse como docentes en sus propias comunidades. UNIVERSIDAD ANTONIO NARIÑO 2026-09-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2388 10.54104/papeles.v18n35.2388 Papeles; Vol. 18 No. 35 (2026): Volumen 18 issue 35 (january - july, 2026) Papeles; Vol. 18 Núm. 35 (2026): Volumen 18 número 35 (Enero - julio, 2026) Papeles; v. 18 n. 35 (2026): Volume 18, edição 35 (janeiro - julho, 2026) 2346-0911 0123-0670 10.54104/papeles.v18n35 en https://revistas.uan.edu.co/index.php/papeles/article/view/2388/1867 Derechos de autor 2026 Omid Kalantar, Tatiana Yanibel Gavilanes Macas, Gisella Adriana Robles Pérez https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Multigrade education ELT EFL teacher education education Educación multigrado enseñanza del inglés inglés como lengua extranjera formación docente educación Kalantar, Omid Gavilanes Macas, Tatiana Yanibel Robles Pérez, Gisella Adriana Kalantar, Omid Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities |
| title | Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities |
| title_alt | La enseñanza del inglés en escuelas multigrado: desde la formación docente hasta las realidades del aula |
| title_full | Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities |
| title_fullStr | Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities |
| title_full_unstemmed | Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities |
| title_short | Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities |
| title_sort | teaching english in multigrade schools from teacher education to classroom realities |
| topic | Multigrade education ELT EFL teacher education education Educación multigrado enseñanza del inglés inglés como lengua extranjera formación docente educación |
| topic_facet | Multigrade education ELT EFL teacher education education Educación multigrado enseñanza del inglés inglés como lengua extranjera formación docente educación |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2388 |
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