Abstract:

Multigrade class education is widely practiced in Turkey as well as in many countries around the world. However, since the pre-service teachers' practice with multigrade classes is neglected they encounter problems when they start their profession. It is expected that pre-service teachers will encounter fewer problems in their professional lives if they practice with combined classes in pre-service education. In this direction, pre-service teachers were provided to practice with multigrate classes. In this study, the experiences of pre-service teachers who practice in multigrade classes were examined. The study, which was designed as a phenomenology, was carried out with 29 pre-service teachers. Data were obtained through self-evaluation forms and interviews. The obtained data were analyzed by content analysis. According to the results of the research, practicing in multigrade classes creates cognitive, affective, self-awareness and behavioral awareness in pre-service teachers. Practicing not only enables pre-service teachers to get to know themselves, multigrade classrooms and children, but also prepares and develops them to teach in multigrade classrooms. In addition, practices both motivate them and lead them to eliminate their deficiencies. According to these results, it is recommended that pre-service teachers be given practical experience in combined classrooms in undergraduate education.

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