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Article
Maria Montessori, die Begründerin der Montessori-Methode : zum 25jährigen Jubiläum der Montessori-Bewegung in der Schweiz
Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica
Publication: Schweizerische Lehrerinnen-Zeitung, vol. 37, no. 20
Date: 1933
Pages: 349-350
Book
Montessori und die Defizite der Regelschule: Internationale Krimmler Montessori-Tage, Symposium zum Thema Montessori-Pädagogik eine Perspektive für die 90er Jahre?
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1993
ISBN: 3-210-25090-1
Article
Back Door Montessori: In Corpus Christi [Texas], the Montessori Program Was a Success Before Outsiders Knew It Was a Montessori Program
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 1
Date: Fall 1996
Pages: 1, 22-23
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Language: English
ISSN: 1071-6246
Article
Montessori Milestones [Chiaravalle Montessori School, Evanston, IL; Wyoming Valley Montessori School, Kingston, PA; AMS scholarships]
Publication: Montessori Life, vol. 5, no. 1
Date: 1993
Pages: 15–16
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Language: English
ISSN: 1054-0040
Article
Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4
Date: Dec 2016
Pages: 78-91
Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training
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Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.
Language: Italian
ISSN: 2255-0666
Article
Maria Montessori: lettera a un montessoriano: 1947: un documento rivelatore delle speranze di Maria Montessori affidate all'Opera Montessori e a tutti i montessoriani
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 45, no. 8
Date: 1996
Pages: 4-7
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Language: Italian
ISSN: 0042-7241
Article
Jōchi montessōri kyōin yōsei kōsu dōsōkai kyōdō kenkyū montessōri kyōiku no jittai chōsa (1) - montessōri kyōshi no jittai chōsa/ Machida Akira; Matsumoto Ryōko / 上智モンテッソーリ教員養成コース同窓会共同研究 モンテッソーリ教育の実態調査(1) - モンテッソーリ教師の実態調査 [Sophia Montessori Teacher Training Course Alumni Joint Research Survey of Montessori Education (1) - Survey of Montessori Teachers]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 20
Date: 1988
Pages: 66-89
Asia, East Asia, Japan, Montessori method of education - Teachers
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Language: Japanese
ISSN: 0913-4220
Article
Montessori Milestones [Lillian Mullane, Joy Turner, Lexington (MA) Montessori School, The Montessori School (Albuquerque, NM), teacher education scholarships]
Publication: Montessori Life, vol. 5, no. 4
Date: 1993
Pages: 8–9
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Language: English
ISSN: 1054-0040
Master Thesis
Evaluation of the Early Childhood Education Curriculum Developed in 2013 According to Analytical Curriculum Evaluation Model
Available from: Middle East Technical University
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Abstract/Notes: The study aims to evaluate the early childhood education curriculum developed in 2013 using Demirel’s analytical curriculum evaluation model through preschool teachers’ views. The mixed research method was utilized in this study. The participants of the study consist of preschool teachers working in independent public pre-school affiliated with the Ministry of National Education Ankara/ Turkey. The quantitative data consisted of 203 preschool teachers’ responses selected from all districts of Ankara using a stratified sampling method, while the qualitative data consisted of 10 preschool teachers’ responses who volunteered to participate interview. The data of the study were collected through a questionnaire and semi-structured interview form. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed through content analysis. After analyzing the quantitative and qualitative data separately, they were reported in the results section in line with the research questions. The findings of this study revealed that preschool teachers have both positive and negative views about the early childhood education curriculum. As a result of the study, preschool teachers expressed positive views regarding the clarity, comprehensibility, and flexibility of the 2013 early childhood education curriculum they applied, while negative views arose about the existence of a single curriculum for different age groups, lack of resources, limited applicability for all environment, and inadequacy addressing 21st-century skills and new education trends in today's conditions. Additionally, views have been expressed advocating for a longer duration of early childhood education for 5-year-old children.
Language: English
Published: Ankara, Turkey, 2023
Book Section
Altersgemischte Grundschule Evaluation einer Schulentwicklungsmaßnahme [Mixed-age primary school evaluation of a school development measure]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 175-199
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen