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Article
Highly Qualified: NCLB Says Teachers Must Be 'Highly Qualified' - Who's Making the Case for Montessori Teachers?
Publication: Public School Montessorian, vol. 16, no. 4
Date: Summer 2004
Pages: 1, 18
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Language: English
ISSN: 1071-6246
Article
Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development
Available from: Taylor and Francis Online
Publication: Journal of Science Teacher Education, vol. 23, no. 2
Date: 2012
Pages: 159-175
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Teacher attitudes, Teacher training, United States of America
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Abstract/Notes: This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.
Language: English
DOI: 10.1007/s10972-011-9251-2
ISSN: 1046-560X, 1573-1847
Article
Teachers and Teacher Training
Publication: AMS News Notes, vol. 4, no. 1
Date: 1966
Pages: 2
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Language: English
ISSN: 0065-9444
Article
Dear Cathie . . . A Montessori Teacher's Perspective: What If Our Children's Teacher Doesn't Return Next Year?
Publication: Tomorrow's Child, vol. 17, no. 3
Date: Mar 2009
Pages: 26
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Language: English
ISSN: 1071-6246
Article
Being a Teacher of the Teachers
Publication: Montessori International, vol. The, no. 121
Date: 2017
Pages: 19–21
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Abstract/Notes: includes photos and figures and references
Language: English
ISSN: 1470-8647
Article
Rethinking Teacher Training: Can You Train Democratic Teachers Using Nondemocratic Approaches?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 2
Date: Winter 1991
Pages: 8
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Language: English
ISSN: 1071-6246
Book Section
The Scientific Teacher According to Maria Montessori: The 'New Type' of Teacher, Part 2 ([San Francisco, Panama Pacific International Exposition] Lecture 2: 7 August 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 69-74
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15
Book Section
Interdependent Impact: Contemporary Teacher Education and Montessori Teacher Preparation
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 457-468
Early childhood care and education, Early childhood education, Montessori method of education - Study and teaching, Montessori method of education - Teachers, Montessori method of education - Teachers, Teacher training
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Abstract/Notes: Montessori education and teacher preparation exist within a larger framework of teacher education worldwide, and major trends in global teacher education impact Montessori teacher preparation. This chapter examines the intersection of contemporary teacher education and Montessori teacher education in certification programs and policies in the arena of higher education. In some instances, Montessori education is already on the leading edge of contemporary teacher education with neuroscience and psychological research regularly reflecting the value of Montessori principles. In other ways, Montessori education is on the receiving end of this work, learning from contemporary teacher education programs in areas such as assessment, inclusion, diversity, technology use, and differentiation.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
Teachers as Researchers - The Teachers' Research Network
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 2
Date: Winter 1990
Pages: 11
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Language: English
ISSN: 1071-6246
Article
Lillian de Lissa: Women Teachers and Teacher Education in the Twentieth Century a Transnational History [book review]
Available from: ScienceDirect
Publication: History of Education Review, vol. 47, no. 1
Date: 2018
Pages: 102-103
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Abstract/Notes: This is a review of the book by Kay Whitehead.
Language: English
ISSN: 0819-8691