Language: Korean

Published: Seoul, South Korea, 2000

Abstract/Notes: The purpose of the study was to investigate the views of Montessori preschool teachers on inclusive education in Montessori approach. The views of 18 participants were examined in this study. All participants were selected from Ankara and İstanbul and they were investigated by a semi-structured interview protocol that was developed by the researcher based on the literature review. The protocol contained questions in three major parts; these were demographic questions about participants, questions about views on inclusive education and questions about views on inclusive education in Montessori approach and its advantageous and disadvantageous for children with disabilities. Phenomenology design was employed in the study and purposive sampling was used to reach the participants. According to findings of content analysis, Montessori teachers stated that they did not find themselves adequately educated and experienced in inclusive education but a large part of them thought that inclusive education is good for development of both disabled and non-disabled students. On the other hand, Montessori teachers expressed that enabling children to be independent and to encourage them to make their own decisions are the most important point of Montessori understanding. However, when considered in terms of disabled students, most teachers indicated that such liberal environment could constitute disadvantages for such students. Teachers stated that an educational environment which is structured and where influence of the teacher is more intensive would be better in terms of education of the disabled child, particularly when working with students with severe disabilities or students with attention deficit or autism. / Bu çalışma, Montessori anaokullarında çalışan okul öncesi öğretmenlerinin bütünleştirme eğitimi ve Montessori yaklaşımında bütünleştirme uygulamaları hakkındaki görüşlerini anlamayı amaçlamıştır. Çalışma 18 katılımcıyı kapsamaktadır. Tüm katılımcılar Ankara ve İstanbul ilinde Montessori okullarında çalışan okul öncesi öğretmenleri arasından seçilmiş olup, görüşmeler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yapılmıştır. Görüşme formu üç ana bölümden oluşmaktadır. İlk bölümde katılımcılar hakkındaki demografik bilgiler sorgulanırken, ikinci bölümde katılımcıların bütünleştirme eğitimi hakkındaki görüşleri ve son bölümde ise katılımcıların Montessori eğitimindeki bütünleştirme uygulamaları hakkındaki görüşleri sorgulanmıştır. Çalışmanın sonunda nitel analiz yapılmış olup bulgulara göre Montessori öğretmenleri bütünleştirme eğitimi konusunda kendilerini yeterince eğitimli ve deneyimli bulmadıklarını belirtmiş, ancak bütünleştirme eğitiminin hem engelli hem de engelsiz öğrenciler için faydalı olduğunu düşündüklerini ifade etmiştir. Öte yandan, Montessori öğretmenleri Montessori eğitiminin çocuğun bağımsız bir birey olmasında önemli bir rol oynadığını ifade etmiş, çocukların kendi kararlarını vermelerini teşvik etmenin Montessori anlayışının en önemli noktaları olduğunu belirtmiştir. Ancak engelli öğrenciler açısından değerlendirildiğinde öğretmenlerin çoğu bu özgürlükçü ortamın engelli öğrenciler için dezavantajlar oluşturabileceğini söylemiştir. Öğretmenler, özellikle ağır engelli öğrenciler ya da dikkat dağınıklığı olan ya da otizmli öğrenciler ile çalışırken öğretmenin etkisinin daha yoğun olduğu, yapılandırılmış bir eğitim ortamının çocuğun eğitimi açısından daha iyi olacağını ifade etmiştir.

Language: English

Published: Ankara, Turkey, 2019

Abstract/Notes: Letter to the Editor

Language: English

ISSN: 1470-8647

Language: English

Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Language: Spanish

ISSN: 0210-0630

Language: German

Published: Freiburg, Germany: Herder, 1986

ISBN: 978-3-451-20919-2

Language: German

ISSN: 0944-2537

Language: German

Published: Berlin, Germany: Hensel and Co. Verlag, 1926

Language: German