Analysis of the Rural Grouped Schools (CRA) from the perspective of their teachers

Abstract

The rural environment configures an educational reality with its own idiosyncrasies. This paper focuses on teachers working in rural schools, a perspective often absents in educational debates, in order to give visibility to their experiences. Using a qualitative methodology based on interviews, 22 teachers from 5 Rural Grouped Schools (CRA) in Castilla y León were interviewed. This approach has made it possible to identify both the strengths and challenges of their daily practice. Among the strengths, the personalised attention derived from the low ratios, the multigrade coexistence and the close relationship with the community, factors that favour significant learning, stand out. Difficulties are also evident, such as the scarcity of resources, the instability of the teaching staff due to high professional mobility, the limitations in specific training and the deficiencies in technological infrastructures. The complexity of managing heterogeneous classrooms represents a constant challenge that requires flexibility and innovation. The work highlights the need to adapt educational policies to respond to the particularities of rural areas, as well as to promote the permanence and specialised training of teachers.