Teacher Training in Multi-grade Classes, Ontopsychology and Human Development

Abstract

This theoretical work aims to examine whether continuing teacher training correlates with improvements in literacy and human development rates. And, on the other hand, whether the lack of such preparation perpetuates educational difficulties. The objective is to understand the contributions of teacher training, from the perspective of the Ontopsychological Method, to the professional development of teachers and the educational development of students. The hypothesis is that teacher training for multi-grade classes plays a crucial role in improving national literacy indicators, as it provides teachers with knowledge of new skills to meet the needs that arise in the daily life of multi-grade schools. To meet the objectives of this study theme, the bibliographic and hypothetical-deductive methods are used. It is concluded that teacher training is a strategy for introducing new methodologies and skills into pedagogical practice, which hypothetically would have a positive impact on the levels of reading, writing and human development of both students and teachers.