A case of teaching in multigrade classrooms in Uruguay: Challenges and opportunities for learning and teaching in inclusive environments

Abstract

This study aimed to investigate the pedagogical practices and perceptions of an experienced teacher in the context of multigrade preschool and primary education classrooms in Uruguay. The focus was on understanding how these practices contribute to inclusive education and promote equity. To achieve this objective, a qualitative case study methodology was employed, collecting data through three in-depth interviews with the teacher and a thorough analysis of twelve pedagogical documents, which were examined using thematic content analysis. The results reveal the inclusive teaching strategies implemented by the teacher, the curricular adaptations applied in the classroom, and the management practices developed in response to various emerging situations. Although based on a single case, these findings suggest that the multigrade classroom modality presents both challenges and opportunities for achieving quality teaching and meaningful learning for students through authentic inclusion.