Abstract

This bibliographical study addresses the role demanded of teachers in Ecuador´s multigrade schools, aiming to develop a critical perspective on their training and occupational challenges. The research problem concerns the precarious conditions under which these teachers perform their duty. The bibliographical review focused on studies regarding the role of teachers in multigrade schools, their socio-educational contexts, and the quality of learning. Search equation techniques, critical reading, and collaborative writing of results were employed. Fifty sources were reviewed, selected for their relevance to the study's purpose. The main result is that the challengers and problems of the multigrade exceed the teacher training in the country. It is concluded that the profiles required by the precarious contexts of multigrade schools are overly complex and far exceed the training of any teaching professional.

Keywords:
educational quality; disadvantaged schools; rural education; teaching profession; teacher training