Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186, 2426-6272

Abstract/Notes: The purposes of this study are to determine the views of teachers about Montessori science education, to discuss the Montessori approach in detail and make suggestions in this regard. The study was designed as a case study which is a qualitative research method. The participants were selected based on the criterion sampling method that is a purposive sampling method. In this regard, 7 upper elementary teachers and 8 middle school science teachers who are trained in Montessori teacher education programs participate in the study. Data is collected through a semi-structured interview. The collected data is analyzed with content analysis and descriptive analysis techniques from qualitative data analysis techniques. Findings suggest that the Montessori approach encourages children to work freely throughout the entire education but expects them to be responsible for their education. To achieve this, the learning environment, the teaching methods and techniques, and the assessment and evaluation methods take a highly flexible structure. This flexible structure of the approach allows individualization for each child. From the teachers' point of view, it is understood that the Montessori approach focuses on providing a nurturing environment where each child is respected and encouraged, where social interaction is intense, rather than focusing on academic education. In light of these findings, some suggestions for the implementation of the approach are presented. / Bu araştırmanın amacı, Montessori fen eğitimine ilişkin öğretmenlerin görüşlerini belirlemek, bu görüşler doğrultusunda Montessori yaklaşımını detaylı bir şekilde ele almak ve bu konuda önerilerde bulunmaktır. Çalışma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiştir. Katılımcılar, amaçlı örnekleme türlerinden ölçüt örnekleme göre belirlenmiştir. Bu doğrultuda araştırmaya uluslararası Montessori eğitmen eğitimi programlarına katılmış 7 ilkokul ikinci kademe (4,5 ve 6.sınıf) sınıf öğretmeni ve 8 ortaokul (7 ve 8.sınıf) fen bilgisi öğretmeni dâhil edilmiştir. Veriler yarı yapılandırılmış görüşme formuyla toplanmıştır. Toplanan verilerin analizinde nitel veri analiz tekniklerinden içerik analizi ve betimsel analiz kullanılmıştır. Bulgular Montessori yaklaşımının; çocukların tüm eğitim öğretim sürecinde özgür çalışmalarını teşvik eden fakat onlardan kendi eğitimlerinden sorumlu olmalarını bekleyen, bunu sağlayabilmek için öğrenme ortamını, öğretim yöntem ve tekniklerini ve ölçme ve değerlendirme yöntemlerini son derece esnek bir yapıya büründüren bir yaklaşım olduğunu ortaya koymaktadır. Yaklaşımın bu esnek yapısı her çocuk için bireyselleştirilmesine imkân tanımaktadır. Öğretmenlerin görüşlerinden Montessori yaklaşımının akademik eğitime odaklanmak yerine her çocuğun bireysel farklılıklara saygı duyulan ve teşvik edilen, sosyal etkileşimin yoğun olduğu besleyici bir ortam sağlamaya odaklandığı anlaşılmaktadır. Bu bulgular ışığında yaklaşımın uygulanabilmesine dair bazı öneriler sunulmuştur.

Language: Turkish

Published: Bolu, Turkey, 2019

Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1054-0040

Language: English

Language: English

ISSN: 1071-6246

Language: Dutch

Language: English

Published: Leiden, The Netherlands: Brill, 2021

ISBN: 978-90-04-50602-2

Series: Arts, creativities, and learning environments in global perspectives