The Continuing Professional Development of Teachers in Multigrade Schools in the Canton of Milagro, Province of Guayas.

Abstract

This article is the result of doctoral research related to the training of teachers working in rural multi-grade schools, a crucial factor for educational quality, especially in contexts characterized by simultaneous grade levels, diverse learning paces, and limited availability of pedagogical resources. In the Milagro canton, Guayas province, these conditions create scenarios of high professional demand that have not always been met through relevant and sustained training processes. Therefore, this study sought to establish a pedagogical model for ongoing professional development for teachers working in these educational institutions, with the aim of contributing to the improvement of their professional performance. The study was conducted using a mixed-methods approach, with a descriptive-interpretive design and an action-research method. The population consisted of teachers from these schools in the Milagro 09D17 Educational District; the sample included 20 practicing teachers and five key informants, experts in teacher training, rural education, and educational management. The survey and semi-structured interview techniques were used to collect information, and the instruments were validated through expert review. The data obtained revealed a teacher training system characterized by homogeneous approaches, low continuity, and limited local pedagogical support, forcing teachers to rely primarily on individual experience and self-directed learning. Based on these findings, a pedagogical model of ongoing, situated, continuous, and collaborative professional development was developed. This model aims to integrate teaching practice, pedagogical support, and professional reflection as key elements for development in rural, multi-teacher contexts.