Life history of teachers in rural schools: the discovery of diversity as a "Standard practice”

• The rural school in Spain is unique due the multigrade…. • The Teaching Staff of the Rural School: The Need for Specific Training. • Influence of the rural environment on the construction of teaching in rural settings. • Being a Teacher in a Rural School: The Uniqueness of Teaching. This study investigates rural multigrade classrooms in Castilla y León (Spain), which integrate students of various ages, abilities, and needs. While multigrade education presents numerous benefits, it remains a contentious topic in educational policy. Rural schools often serve as entry points for novice teachers, impacting their professional identity development. However, a notable lack of adequate training for rural education and the development of inclusive practices persists. Employing a qualitative, biographical methodology, the research involved semi-structured interviews with 11 educators who have experience in rural settings. Key themes emerged, including the discovery of rural pedagogy, the complexities of teaching diverse classrooms, and significant gaps in teacher training. Findings indicate that multigrade classrooms are distinctive environments fostering strong teacher-student relationships and promoting inclusive practices. Novice teachers gain insights into classroom management and individualized instruction, benefiting from favourable student-teacher ratios. Nonetheless, challenges related to insufficient initial training, lack of training in inclusive practices, and resource allocation remain critical. The study advocates for improved educational policies to enhance teacher preparation and support in rural multigrade environments, ultimately aiming to bolster both teacher development and student outcomes.