Experiences of novice educators when teaching multi-grade classes at selected primary schools of the Niani East Circuit in the Vhembe East District of Limpopo Province

Abstract

This study aimed to explore the experiences of novice educators teaching in multi-grade classrooms. Multi-grade teaching has become a key focus in education, involving the integration of different grade levels within a single classroom, all taught by one educator. As such, this study specifically explored the experiences of novice educators in such teaching environments. Given the nature of the research, a qualitative approach was chosen. The study was carried out in selected public primary schools in the Niani East Circuit of Vhembe East District, Limpopo Province, with data collected through classroom observations and interviews. Nine public primary schools with multi-grade classrooms in the Niani East Circuit were selected for the study. Purposive sampling was used to select participants, comprising nine novice educators and nine principals from these schools. The data were analysed using a thematic approach. The research followed an interpretivism paradigm, aiming to gain an in-depth understanding of the experiences, behaviours, and social contexts of novice educators, ultimately producing rich, detailed data that illuminate the complexities of human behaviour in this educational setting. Reflective practice, professional collaboration, and Professional and Social Responsibility were the approaches used in this study to highlight how novice educators focused on their teaching practices and experiences to improve and develop as educators. It is hoped that the study will reveal experiences that included challenges or successes regarding teaching multi-grade classes. The findings could be useful to school principals and other stakeholders to inform practices that might be employed to induct novice educators into multi-grade teaching.