Toward a Progressive Model for Teaching Multigrade Classes in Zimbabwe's Fast-Track Resettlement Satellite Schools: Aligning Theory With Practice in Education

Purpose Teacher development programs in most developing countries, including Zimbabwe, have remained largely theory-laden and distant from the classroom, with insufficient links to practice. This study investigates the pedagogical and management challenges faced by teachers in multigrade classes within satellite primary schools in Zimbabwe's fast-track resettlements, particularly following the Fast-Track Land Reform Programme (FTLRP) initiated in 2000. Design/Approach/Method Employing a qualitative case study design, data were collected through in-depth interviews, focus group discussions, observations, and document reviews to gain a comprehensive understanding of the challenges encountered by educators in this unique context. Findings The study found that the heterogeneous nature of multigrade classes presents significant pedagogical and management difficulties. Many teachers were unprepared to handle such diverse classrooms, leading to a pronounced disconnection between theoretical training and practical implementation. Originality/Value Multigrade teaching is a specialized pedagogy with a demanding conceptual framework which requires appropriate training. The research highlights the necessity for specialized pedagogical frameworks tailored for multigrade teaching, advocating for both preservice and inservice training programs. It proposes a model to address the identified challenges, emphasizing the importance of bridging theory and practice to enhance educational outcomes in Zimbabwe's satellite schools.