The graduate school in rural area. A case study
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Abstract
There is a tendency to understand that rural or rural schools are centres with multigrade teaching. However, in rural areas, as a result of school concentration, graded schools predominate, that is, schools similar to urban ones. In this article, we conducted a case study of one of these hybrid centres located in the autonomous community of Cantabria. To develop the study, we used a questionnaire and we conducted in-depth interviews with generalist teachers and specialists, students and families to delve into the peculiarities of the centre’s teaching staff, the centre’s relationship with its environment and the teaching-learning process. The results show that the teaching staff is mostly stable, defending the relationship between the school and the rural context in which it is inserted, and the teaching-learning process provides individual attention. It is possible to conclude that the graduate school in rural areas, although it shares notes with urban schools, also differs significantly.