Multigrade teaching in schools: A Case Study of a Uruguayan Teacher

This dataset originates from a qualitative case study that investigates the pedagogical practices and perceptions of an experienced teacher working in multigrade preschool and primary education classrooms in Uruguay. The study aims to explore how these practices contribute to inclusive education and equity. Data were collected through three in-depth interviews with the teacher, complemented by an analysis of twelve pedagogical documents. The dataset includes thematic content analysis of the interviews and documents, revealing key insights into the teacher's innovative strategies, curricular adaptations, and classroom management techniques in response to emerging challenges. While focused on a single case, the findings highlight the potential of multigrade teaching to foster quality education and meaningful learning through authentic inclusion.