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Article
Making Sense of Montessori Teacher Identity, Montessori Pedagogy, and Educational Policies in Public Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 9, no. 1
Date: 2023
Pages: 1-15
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Abstract/Notes: Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick’s sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers’ identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers’ experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study’s findings.
Language: English
ISSN: 2378-3923
Article
Towards Best Practice: Defining Your School Identity
Publication: Montessori Leadership, vol. 2, no. 1
Date: 2000
Pages: 25–28
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Language: English
Article
Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers
Available from: Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL)
Publication: Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), vol. 5, no. 1
Date: 2020
Pages: 1-16
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.
Language: English
DOI: 10.21093/ijeltal.v5i1.539
ISSN: 2527-8746
Article
Immersion and Identity: Experiences of an African American Preschool Child
Available from: International Journal of Multicultural Education
Publication: International Journal of Multicultural Education, vol. 12, no. 2
Date: 2010
African American community, African Americans, Americas, Bilingualism, North America, United States of America
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Abstract/Notes: This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.
Language: English
ISSN: 1934-5267
Article
Proving Montessori: Identity and Dilemmas in a Montessori Teacher’s Lived Experience
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 2
Date: 2016
Pages: 35-48
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.
Language: English
ISSN: 2378-3923
Master's Thesis (M.A.)
Racial Identity Development in the Early Years: A Montessori Student/Educator’s Autoethnographic Study
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This thesis is a transformative autoethnographic study of a Montessori early childhood educator’s observational notes and personal reflections throughout their master’s program as well as their Association Montessori International Diploma Course. This work is important for the field of early childhood education as it is a study of factors contributing to racial identity development in children under the age of three. Using Critical Race Theory and Critical whiteness Studies, the researcher analyzed collected data, in the form of field notes, memos, observational notes, and developmental summaries to contribute a formula for abolitionist and protective early childhood education practices.
Language: English
Published: Los Angeles, California, 2023
Master's Thesis (Action Research Report)
Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher
Available from: St. Catherine University
Action research, Critical race theory, Montessori method of education - Teachers, Teachers
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Abstract/Notes: This action research project investigated how anti-critical race theory (CRT) legislation in public education has impacted the perceived self-efficacy and emotions of one Montessori educator. This 4- week self-study consisted of daily assigned reading, weekly media, and a weekly conversation to aid in multicultural critical reflective practice (MCRP). Data was measured using a pre-and post- self assessment on Qualtrics, a daily mood app, and daily critical journal reflections. The pre-and post assessment demonstrated an increase in self-efficacy to speak with confidence about the origins of CRT in education research. Daily critical journal reflections displayed an increase in the ability to critically reflect on the educator’s own positionality, suggesting that daily critical engagement with material aimed at increasing awareness of racial inequities in education builds confidence and empathy in educators. Further research should include small groups of teachers utilizing this intervention for professional development, longer or shorter daily intervention, a biometric measurement in place of the daily mood measurement, and follow-up assessments over a longer study period to determine the lasting effects of the intervention. This research has impacted my future in education both personally and professionally, with confidence in my critical thinking skills and greater awareness of how my positionality interacts with structural inequities within education as my greatest perceived benefits.
Language: English
Published: St. Paul, Minnesota, 2022
Article
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
Date: 2023
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
Article
Wally Brant Enlightens on Gender Socialization
Publication: CAMT News (Ontario, Canada), vol. 18, no. 4
Date: Jan 1994
Pages: 5-6
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Abstract/Notes: This is a summary of a workshop
Language: English
Article
Gender vs. Sex: What's the Difference?
Available from: ProQuest
Publication: Montessori Life, vol. 24, no. 1
Date: Spring 2012
Pages: 26-30
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Abstract/Notes: As a parent, sociologist, and educator, the author often seems to see the world differently from others. While some see a public policy debate as a football game between winners and losers, he sees it as a vital way to create a good society. While some see education as a means to an end, he sees it as a goal in and of itself. Some see gender equality growing in society because of the obvious changes in women's roles. However, he questions this perception of increasing equality, as gender roles appear to him to remain strongly tied to traditional practices. Gender and sex are not the same thing. Gender is defined as the personal traits and position in society connected with being a male or female. Gender is different from sex because sex refers strictly to the biological makeup of a male or a female. Clearly boys and girls have different biology, but that does not necessarily mean that biology creates personality. In this article, the author explores the difference between gender and sex.
Language: English
ISSN: 1054-0040