Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: This mixed-method exploratory case study investigates the research question: To what extent do pre-K through eighth-grade public Montessori school teachers perceive that their professional knowledge and abilities, experiences, and resources impact their capacity to integrate arts into their general classroom curriculum? Public Montessori teachers from five public-choice Montessori schools in a school district of the suburban and urban areas of southeastern South Carolina were invited to participate. The teachers in these public Montessori schools have varied levels of education and professional development experience with the arts in education. Some participants were general education teachers prior to becoming Montessori teachers due to the transition of traditional program elementary schools to Montessori schools. Survey questions addressed themes and subthemes related to integrating the arts with core curriculum subjects including math, history, science, English language arts, and social justice and humanities. The subthemes were also designed to delineate perceptions of experience or knowledge with visual arts, music, dance, poetry, drama, and theater. Data were gathered from the participant responses and a district program description, including professional development offerings. To analyze the data, the research question themes were coded by the field annotations: abilities, knowledge, resources, benefits, and barriers. The coding involved identifying patterns and similarities in the teachers’ responses of their perceptions related to arts integration in their Montessori classrooms. The overall results indicated the teacher participants believe that students who exhibit excess energy would benefit from an increase in movement, collaboration, and music, as well as a significant increase in exposure to the arts. Largely, the teachers indicated feeling uncertain about integrating the arts into their Montessori classrooms due to barriers such as lack of resources, time, and professional development experience. Therefore, it is recommended that educational leaders create professional development opportunities through collaboration with the arts team at each school, the community arts professionals, and the district administration.

Language: English

Published: Biddeford, Maine, 2021

Abstract/Notes: O presente trabalho de conclusão de especialização constitui-se como um estudo de caso que se propôs a investigar uma escola montessoriana, buscando identificar aspectos dessa proposta pedagógica que estão em sintonia com a inclusão escolar, para verificar se o referido método empregado hoje, favorece o trabalho pedagógico em uma perspectiva inclusiva. As seguintes questões orientaram esta pesquisa: Como acontece o processo de inclusão de alunos com necessidades educacionais especiais em uma escola montessoriana? Quais pontos da proposta pedagógica montessoriana estão em sintonia com a inclusão escolar? Como acontece a avaliação do sujeito nessa proposta metodológica? Para este estudo foi utilizada para coleta de dados entrevista estruturada com uma professora de uma escola montessoriana de Porto Alegre/RS. Além disso, foi utilizado um questionário respondido por esta mesma educadora e a observação em uma das turmas desta instituição onde estudava um aluno com transtorno global do desenvolvimento. A partir desse estudo é possível afirmar que o método construído por Maria Montessori apresenta aspectos que estão em sintonia com a proposta da educação inclusiva e que são utilizados ainda hoje nas escolas montessorianas, tais como: o respeito à individualidade dos alunos; o desenvolvimento da autonomia; o educador como mediador do conhecimento e não como figura central no processo de ensino-aprendizagem; o acompanhamento diário do processo de aprendizagem dos alunos através do registro de observações em sala de aula; o planejamento de aulas e atividades com base nesses registros tendo em vista as necessidades dos educandos. Com base nisso, foi possível constatar que estes aspectos presentes no método montessoriano desde sua proposição permanecem atuais e estão em sintonia com a perspectiva educacional inclusiva, uma vez que esta metodologia demanda currículo e avaliação flexíveis, consideração dos diferentes ritmos, das potencialidades e das necessidades de cada aluno. [The present specialization completion work constitutes a case study that proposed to investigate a Montessori school, seeking to identify aspects of this pedagogical proposal that are in line with school inclusion, to verify whether the referred method used today, favors the pedagogical work in an inclusive perspective. The following questions guided this research: How does the inclusion process of students with special educational needs happen in a Montessori school? Which points of the Montessori pedagogical proposal are in line with school inclusion? How does the evaluation of the subject happen in this methodological proposal? For this study, a structured interview with a teacher from a Montessori school in Porto Alegre/RS was used for data collection. In addition, a questionnaire answered by this same educator and observation in one of the classes of this institution where she studied a student with pervasive developmental disorder was used. Based on this study, it is possible to state that the method constructed by Maria Montessori presents aspects that are in line with the proposal of inclusive education and that are still used today in Montessori schools, such as: respect for the individuality of students; the development of autonomy; the educator as a knowledge mediator and not as a central figure in the teaching-learning process; the daily monitoring of the students' learning process through the recording of observations in the classroom; the planning of classes and activities based on these records, bearing in mind the needs of the students. Based on this, it was possible to verify that these aspects present in the Montessori method since its proposal remain current and are in line with the inclusive educational perspective, since this methodology demands flexible curriculum and evaluation, consideration of different rhythms, potentialities and needs of each student.]

Language: Portuguese

Published: Porto Alegre, Brazil, 2012

Language: Italian

Language: English

ISSN: 1075-4741

Language: English

ISSN: 1075-4741

Language: English

Language: Italian

Published: Firenze: Giunti-Bemporad Marzocco, 1970

Language: English

ISSN: 0519-0959

Language: English