we find mainly two types of multigrade classrooms on behalf of the organizational level and depending on the number of students: the “unit classrooms”, in which students of different educational degrees are with a single teacher in the classroom and then in the school (Ortega, 1995; Boix & Bustos, 2014), and the "incomplete graduate classrooms", in which there are several educational levels where we find a teacher per classroom.
Through open interviews and discussion groups we recover the voices of primary and secondary school teachers who develop their practice in schools located in rural settings with the main objective of knowing the potential and weaknesses of multigrade classrooms from various teaching experiences in Andalucia. This concrete proposal is designed according to the literature and the state of the question, it is necessary to understand and disseminate this type of school experience for the commitment to rural development. Also, it is necessary to open a way to compare and discuss with other rural schools in other European countries, of which we highlight the following research experiences: EU Comission (2011), Champollion (2011), Amiguinho (2011).
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