Phenomenological Analysis of Multi-Grade Teachers’ Lived Experiences of Using Pedagogical Content Knowledge Based on the SFA Model

Abstract

The objective of this study was to explore and interpret the lived experiences of multi-grade teachers in applying pedagogical content knowledge and to examine how this knowledge is formed, reconstructed, and enacted within multi-level teaching contexts. This qualitative study employed an interpretative phenomenological analysis approach. The participants consisted of eight multi-grade teachers with at least three years of teaching experience, selected through purposive sampling. Data were collected using in-depth semi-structured interviews lasting between 45 and 90 minutes. Data analysis was conducted based on Smith, Flowers, and Larkin’s phenomenological model through three systematic stages: initial coding, development of emergent themes, and identification of superordinate themes. To enhance credibility and trustworthiness, strategies such as participant validation, detailed documentation of the analytic process, and strict adherence to ethical principles were implemented. The inferential analysis revealed that pedagogical content knowledge in multi-grade classrooms is dynamic, context-dependent, and integrative in nature. Teachers continuously adapt instructional content, integrate subject matter across grade levels, and design differentiated learning activities tailored to diverse learner needs. The findings demonstrated that teachers employ flexible instructional strategies, including cooperative learning, peer-assisted instruction, multilevel task design, and adaptive time management. Furthermore, teachers’ instructional decision-making reflects the simultaneous integration of content knowledge, pedagogical knowledge, learner knowledge, and contextual knowledge. The analysis also indicated that teaching in multi-grade settings contributes significantly to the development of teachers’ professional competence, enhances their instructional flexibility, and strengthens their classroom management abilities. Importantly, pedagogical content knowledge was found to emerge as a reconstructed and evolving form of professional knowledge, shaped through continuous interaction between instructional content, learner characteristics, and environmental constraints. The findings indicate that pedagogical content knowledge in multi-grade classrooms is not a fixed or transferable construct but rather a dynamic, contextually constructed, and continuously evolving professional competence. Teachers develop and refine their knowledge through ongoing adaptation, reflective practice, and situational decision-making. This adaptive process enhances teachers’ ability to address learner diversity, improve instructional effectiveness, and foster meaningful learning experiences. The lived experiences of multi-grade teachers play a central role in shaping their professional knowledge and competence. These insights highlight the importance of incorporating experiential and context-based approaches in teacher professional development programs to better support educators working in complex instructional environments.