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Thesis

Pedagogika a škola Marie Montessori v České republice / Pedagogy and school of Maria Montessori in the Czech republic

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Diplomová práce „Pedagogika a škola Marie Montessori v České republice“ v teoretické části popisuje ţivot Marie Montessori, principy Montessori pedagogiky a vývoj škol s Montessori zaměřením na území České republiky. Praktická část se věnuje případové studii praţského gymnázia s Montessori principy a dotazníkovému šetření mezi řediteli Montessori škol. / This thesis "Pedagogy and Maria Montessori School in the Czech Republic" in the theoretical part describes the life of Maria Montessori, Montessori principles of education and development of Montessori schools with a focus on their development in the Czech Republic. The practical part deals with a case study of a Prague school with Montessori principles and a questionnaire survey with the headmaster of Montessori schools.

Language: Czech

Published: Prague, Czechia, 2012

Bachelor's Thesis

Alternativní školství v České republice - metoda Marie Montessori v předškolním věku / Alternative eduction in the Czech republic - Marie Montessori method in pre-school age

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Bakalářská práce se zaměřuje na téma Alternativní školství v České republice - metoda Marie Montessori v předškolním věku. Teoretická část popisuje základní informace o alternativním školství, typické znaky a odlišnosti alternativního školství, charakteristiku předškolního dítěte, život Marie Montessori, její činnost a dílo. Dále základní principy a pojmy této metody, specifické pomůcky a materiál využívaný touto metodou, vývoj Montessori pedagogiky a role vychovatele v této praxi. Praktická část podává výsledky dotazníkového šetření, které bylo zaměřeno na informovanost veřejnosti o alternativním školství a jeho metodách. Praktickou část tvoří dotazníkové šetření. Cílem bakalářské práce je ukázat další možnosti vzdělávání v předškolním věku a blíže charakterizovat alternativní školství v České republice. / The bachelor thesis focuses on the Alternative Education in the Czech Republic – preschool M. Montessori method. The theoretical part describes basic information about alternative education, typical signs and diversity of alternative education, characteristics of a preschool child, life M. Montessori, activity and work. Other things like the basic principles and concepts of this method, specific tools and material used by this method, the development of Montessori pedagogy and the role of educator in this practice. The practical part provides the results of the questionnaire survey, which focused on informing the public about alternative education and its methods. The practical part consists of a questionnaire survey. The aim of the bachelor thesis is to show other possibilities of education at pre-school age and to further characterize alternative education in the Czech Republic.

Language: Czech

Published: Prague, Czechia, 2018

Conference Paper

The Use of Textbooks in Different Approaches: Hejny Method, Montessori, and Traditional Approach in the Czech Republic

Available from: International Symposium Elementary Mathematics Teaching

17th International Symposium: Elementary Maths Teaching

Czech Republic, Czechia, Eastern Europe, Europe

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Abstract/Notes: The present study reports on the use of (or lack thereof) textbooks in three different elementary level mathematics teaching methods – the Hejny method, the Montessori method, and the traditional approach. The aim of this study was to find out if the teachers, using the different teaching methods, use textbooks while teaching mathematics and if the textbooks play a key role in their classrooms. Analysis of interviews with six teachers showed that using textbooks depends on the teaching method. With the Hejny method and the traditional approach, textbooks (workbooks) are followed. On the other hand, teachers see them as the source of inspiration in the Montessori method.

Language: English

Published: Prague, Czech Republic: Charles University, Faculty of Education, 2017

Pages: 91-100

ISBN: 978-80-7290-955-1

Article

✓ Peer Reviewed

Freedom and Respect: Who Are the Montessori School Teachers? A Teacher Identity Study in the Czech Republic

Available from: Issues in Educational Research

Publication: Issues in Educational Research, vol. 33, no. 3

Pages: 1030-1046

Czech Republic, Czechia, Eastern Europe, Europe, Montessori method of education - Teachers, Montessori schools, Teachers

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Abstract/Notes: This study investigates the professional identity of Montessori school teachers. The research was conducted using qualitative methodology, specifically in-depth semi-structured interviews with teachers in Montessori schools located in Brno, Czech Republic. The study found that the professional identity of Montessori school teachers consists of two main components: (1) professional identity of the creator of the prepared environment and (2) professional identity of the individual guide. These identities are mainly influenced by factors such as respect for the child's development and freedom in the classroom, as well as their own personal beliefs and values. The results highlight the importance of respecting the individuality of each child and creating a supportive environment that allows for freedom and exploration within structure. This research sheds light on the unique characteristics and challenges faced by Montessori teachers, and provides insights into the development of their professional identity.

Language: English

ISSN: 1837-6290

Doctoral Dissertation

Individualization, differentiation, and personalization in mathematics in the Czech Republic through three different approaches: Scheme-oriented, Child-centred, and Undesignated / Individualizace, diferenciace a personalizace ve třech přístupech vyučování matematice na 1. stupni ZŠ v České republice - metoda budování schémat, pedocentricky orientovaná metodaa nevyhraněná metoda

Available from: Charles University Digital Repository (Czechia)

Comparative education, Czech Republic, Czechia, Eastern Europe, Europe, Mathematics education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: The goal of the presented work was to determine whether and how individualization, differentiation, and personalization are utilized in the principles of the selected programs and in the teachers’ beliefs and practices in the teaching of mathematics at elementary school. In order to collect data, six teachers in the Czech Republic were selected with three different approaches to teaching– Scheme oriented approach, child–centred educational approach, and an undesignated mainstream approach. The basic concepts and all three selected approaches to teaching were defined in the theoretical part of the work. In the experimental part, episodes from interviews about beliefs and practices identified in teaching were interpreted within the context of characteristics of individualization, differentiation, and personalization. Practices such as the use of textbooks and homework assignments were specifically described. The study shows that teachers of a scheme-oriented approach and a child–centred educational approach use elements of individualization, differentiation, and personalization in their practices. Individualization appears in the teaching of the undesignated mainstream approach, but this approach does not contain aspects of differentiation and personalization. The analysis in all monitored areas of selected teachers indicates which of the characteristics prevail in individual teachers’ work and the approaches. The research confirmed that selected teachers in all three approaches (Hejny method, Montessori method and an undesignated) individualize, differentiate, or personalize to some extent. / Cílem předkládané práce bylo popsat, zda a jak jsou uplatňována individualizace, diferenciace a personalizace ve vybraných programech, jejich principech, učitelských přesvědčeních a praktikách ve výuce matematiky na prvním stupni základní školy. Za účelem sběru dat bylo vybráno šest učitelů se třemi odlišnými přístupy k výuce – výuka orientovaná na budování schémat, pedocentricky orientovaná metoda a nevyhraněný přístup hlavního vzdělávacího proudu v České republice. V teoretické části práce byly definovány základní pojmy a vymezeny všechny tři vybrané přístupy k výuce. V experimentální části byly na pozadí charakteristik individualizace, diferenciace a personalizace interpretovány epizody z rozhovorů o přesvědčeních a praktikách sledovaných při výuce. Z praktik bylo konkrétně popsáno užití učebnic a zadávání domácích úkolů. Ukázalo se, že učitelé ve výuce orientované na budování schémat i učitelé pedocentricky orientované metody využívají při výuce prvky individualizace, diferenciace i personalizace. U učitelů v nevyhraněném přístupu hlavního proudu se objevuje individualizace. Analýza ve všech sledovaných oblastech u vybraných učitelů naznačuje, které z charakteristik převažují u jednotlivých učitelů a přístupů (v Hejného metodě, montessoriovské metodě a nevyhraněném přístupu).

Language: English

Published: Prague, Czechia, 2023

Article

First in the Czech Republic

Publication: Montessori International, no. 116

Pages: 28–29

Czech Republic, Czechia, Eastern Europe, Europe

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Language: English

ISSN: 1470-8647

Article

✓ Peer Reviewed

Training of Undergraduate Preschool Teachers in Montessori Education in Slovakia and the Czech Republic

Available from: SCIndeks

Publication: Istraživanja u Pedagogiji / Research in Pedagogy, vol. 11, no. 1

Pages: 137-150

Czech Republic, Czechia, Eastern Europe, Europe, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori method of education - Teachers, Slovakia, Teacher training, Teachers, Trainings

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Abstract/Notes: The paper presents a description and comparison of the undergraduate student teacher training and kindergarten teacher continuing education in the Montessori Method of Education encompassed in formal education in Slovakia and the Czech Republic. The theoretical part of the paper aims at depicting Montessori education, still an attractive pedagogical direction in both countries, in a thorough, unconventional and innovative way. Even though Montessori education has been rooted worldwide for centuries, in Slovakia and the Czech Republic it presents relatively new alternative education, considering that an integrated school system, introduced in these countries in 1948 and lasting almost to the end of20thcentury, did not allow the use of other alternatives in addition to the mainstream education. A description of (preschool) education in both countries and an analysis of kindergarten teacher's personality and his/her lesson plans are included in the theoretical part of the paper. The empirical part contains pedagogical research of qualitative design, conducted in Slovakia and the Czech Republic in order to identify and map the current state, level and possibilities of formal education of pre-service and in-service teachers in Slovak and Czech kindergartens.

Language: English

DOI: 10.5937/IstrPed2101137S

ISSN: 2217-7337, 2406-2006

Article

✓ Peer Reviewed

Penerapan Model Pembelajaran Montessori terhadap Kemandirian Anak di TK Kids Republic Jakarta Timur [Application of the Montessori Learning Model to Children's Independence at Kids Republic Kindergarten, East Jakarta]

Available from: SELING: Jurnal Program Studi PGRA

Publication: SELING: Jurnal Program Studi PGRA, vol. 9, no. 1

Pages: 79-87

Asia, Australasia, Autonomy in children, Early childhood care and education, Early childhood education, Indonesia, Montessori method of education, Montessori schools, Southeast Asia

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Abstract/Notes: Golden Age adalah masa keemasan bagi anak usia dini.  Pembelajaran Montessori di TK Kids Republic mempunyai tujuan penelitian untuk mengggambarkan pelaksanaan kemandirian. Penelitian analisis ini menggunakan metode, metode tersebut adalah metode yang digunakan agar mampu melihat perkembangan anak. Observasi dan wawancara merupakan teknik pengumpulan data. Dokumentasi    yang dilakukan oleh peneliti adalah foto-foto atau video kegiatan pembelajaran dan portofolio anak. Penelitian ini berjudul “Analisis Deskriptif Penerapan Pembelajaran Montessori Terhadap Kemandirian Anak di TK Kids Republic Jakarta Timur”. Untuk meningkatkan sikap kemandirian pada anak yaitu dengan metode pembelajaran Montessori dan hasil analisis data penelitian sebelumnya dapat disimpulkan  bahwa terjadi perkembangan yang signifikan terhadap diterapkannya metode pembelajaran Montessori. Anak mengalami perkembangan yang baik. Anak menjadi lebih mandiri  dan mampu mengerjakan hal yang sederhana sendiri. Seperti belajar mempelajari urutan dan keteraturan, belajar memakai sepatu sendiri, belajar mengancingkan baju sendiri, belajar makan sendiri dan mengambil sendiri bahan-bahan yang ada di rak atau meja.

Language: Indonesian

DOI: https://doi.org/10.29062/seling.v9i1.1514

ISSN: 2528-083X, 2540-8801

Article

Parents - Founders of Alternative Schools in the Republic of Croatia / Roditelji – Osnivači Alternativnih Škola u Republici Hrvatskoj

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Hum: časopis Filozofskog fakulteta Sveučilišta u Mostaru, vol. 17, no. 27

Pages: 183-203

Croatia, Early childhood care and education, Early childhood education, Europe, Montessori schools, Parent and child, Parent participation, Preschool education, School choice, Southern Europe

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Abstract/Notes: For years, the traditional school system did not meet the needs of students. Parents founded schools to allow children to move away from the rigid class-subject-hour system. Founders of alternative schools can be citizens, parents and teachers, religious communities and other legal entities. These are the so-called free schools, civic education initiatives, pedagogical reform attempts, educational boarding schools, etc. The goals of this paper are to present the pedagogical concepts and ideas of schools in the Republic of Croatia that were founded by parents. The paper presents the basic pedagogical principles and teaching aspects of Waldorf and Montessori pedagogy based on educational pluralism, a brief overview of the partnership between parents and schools in Croatia and the educational model of the Catholic primary schools "Ružičnjak" and "Lotrščak". The observed schools are located in Zagreb and have only one goal - to adapt the school to the child. We try to provide each student with an individual approach. The starting points are the child's needs and interests. These are schools where students have freedom of choice. The goal of education is the holistic development of the child. Emphasis is placed on active learning methods and abandoning didactic scenarios in which the child is only a passive observer. / Tradicionalni školski sustav godinama nije zadovoljavao potrebe učenika. Roditelji su osnovali škole kako bi omogućili djeci da se odmaknu od krutoga sustava razred – predmet – sat. Osnivači alternativnih škola mogu biti građani, roditelji i nastavnici, vjerske zajednice te druge pravne osobe. To su takozvane slobodne škole, građanske obrazovne inicijative, reformski pedagoški pokušaji, obrazovni internati itd. Ciljevi su ovoga rada predstaviti pedagoške koncepte i ideje škola u Republici Hrvatskoj koje su osnovali roditelji. U radu se predstavljaju osnovna pedagoška načela i aspekti poučavanja Waldorf i Montessori pedagogije utemeljene na obrazovnome pluralizmu, kratak osvrt na partnerstvo roditelja i škola u Hrvatskoj te obrazovni model katoličkih osnovnih škola “Ružičnjak” i “Lotrščak”. Promatrane škole nalaze se u Zagrebu i imaju samo jedan cilj – prilagoditi školu djetetu. Svakomu učeniku nastoji se osigurati individualan pristup. Polazne su točke djetetove potrebe i interesi. Ovo su škole gdje učenici imaju slobodu izbora. Cilj je odgoja i obrazovanja holistički razvoj djeteta. Naglasak je stavljen na metode aktivna učenja i napuštanje didaktičkih scenarija u kojima je dijete samo pasivan promatrač.

Language: English

DOI: 10.47960/2303-7431.27.2022.183

ISSN: 1840-233X, 2303-7431

Article

Educational Responses to Reforms in East Germany, Czechoslovakia, and Poland

Available from: JSTOR

Publication: Phi Delta Kappan, vol. 73, no. 5

Pages: 386-389

Czech Republic, Czechia, Czechoslovakia, Eastern Europe, Educational change, Europe, Germany, Montessori method of education, Poland, Slovakia, Western Europe

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Language: English

ISSN: 0031-7217

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