Abstract
According to Anya (2013), multi-grade teaching may be defined as a process of teaching in which a single teacher teaches more than one grade at the same time and condition. The multi-grade approach can be analyzed with small-grade teaching, where an instructor is in charge of only a single grade in a multi-grade teaching order, which is arranged level-wise. The major aim of the study was to provide an understanding of Multi-Grade teaching. The major objectives of the current literature review were to provide the historical perspective of multi-grade teaching, to highlight the competencies of Multi-Grade school teachers, and to highlight the importance of multi-grade teaching with the consequence of the literature review. According to Siddiqi (2012), the aims of education are applied by instructors, and teaching design is a way to change this method and practice from instructor to learners. On the basis of the review, it was concluded (Moeini et al., 2016) that most elementary schools have almost one or two teachers who manage five classes at a time, which shows the pedagogical and professional competency of the teachers. It was further recommended that Due to the pedagogical competencies of teachers, the task is not difficult, but there is a need for regular training with incentives for the teachers to motivate them for such type of professional attitude.
Published Version
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