Advantages and Limitations of Mixed-Age Classes in Primary Education from the Teacher's Perspective

This thesis examines the pedagogical practices of teachers working in multi-grade classes at the primary level. As a teacher of a multi-grade class herself, the author draws on personal experience while seeking to gain an impartial understanding of how other teachers plan, organize, and implement instruction in this specific educational setting. The aim of the thesis is to describe the organizational and didactic strategies used by teachers in multi-grade classrooms, the advantages and opportunities they associate with this form of teaching, and the challenges and limitations they encounter in practice. The empirical part is based on qualitative research using semi-structured interviews. The data were analyzed through thematic analysis, which made it possible to identify key areas related to lesson organization, differentiation, assessment, classroom relationships, and teachers' professional development. The findings show that teaching in a multi-grade classroom requires thorough preparation, a high degree of flexibility, and well-structured instructional routines, while also offering significant potential for the development of pupils' independence, supporting peer learning, and strengthening the sense of classroom community. KEYWORDS mixed-age class, small primary school, lower primary education,...