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Article
Classics of Education Sciences: Maria Montessori. Background knowledge and perceived meanings of University students compared to teachers attending Montessori in-service training courses / Klasyka nauk edukacyjnych: Maria Montessori. Wiedza środowiskowa i odkrycie znaczenia w ocenie studentów Uniwersytetu oraz nauczycieli uczestniczących w kursie szkoleniowym Montessori
Available from: Uniwersytet Rzeszowski (Poland)
Publication: Kultura - Przemiany - Edukacja, vol. 6
Date: 2018
Pages: 241-255
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Abstract/Notes: Maria Montessori’s pedagogy is considered a “classics” of Education Sciences. In this contribution, a survey conducted with three different groups of subjects attending University lectures or in-service Montessori training courses is reported. Main research purpose is to discover background knowledge and perceived meanings of each group concerning the Montessori Method and its main characteristics. Data collected from the three groups under investigation are compared to identify the most macroscopic differences and / or similarities. Through the graphs produced, first reflections and conclusions are attempted, at the same time readers are invited to build their own opinions inferring other meanings or conclusions thanks to data and reading tools provided.
Language: English
ISSN: 2300-9888, 2544-1205
Article
Montessori Öğretmeninin Eğitimi: Bir Anlatı Araştırması / Training of the Montessori Teacher: A Narrative Study
Available from: DergiPark Akademik
Publication: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi / Mehmet Akif Ersoy University Journal of Education Faculty, no. 62
Date: 2022
Pages: 705-736
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Abstract/Notes: Bu araştırmada uluslararası Montessori öğretmen eğitimlerine katılmış bir öğretmenin anlatılarının derinlemesine incelenmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden anlatı araştırma kullanılmıştır. Veri toplama sürecinde ölçüt örnekleme ile belirlenmiş bir Montessori öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler tematik analiz kullanılarak analiz edilmiş ve ulaşılan bulgular üç ana tema “Montessori öğretmeni olma nedenleri” “Montessori öğretmeni olmak için alınan eğitimlerin özellikleri” “Montessori Öğretmen Eğitim Programlarının Katkılarına İlişkin Görüşler” altında açıklanarak kronolojik olarak sunulmuştur. Montessori öğretmeni olmak için alınan eğitimlerin özellikleri ana teması altında (a) NAMC Montessori öğretmen eğitimi programı özellikleri, (b) AMS eğitim ortamının özellikleri, (c) AMS öğretmen eğitimi programının özellikleri, (d) AMI eğitim ortamının özellikleri, (e) AMI öğretmen eğitimi programının özellikleri, (f) Eğitimcilerin özellikleri, (g) Anlatıcının aldığı programlara yönelik karşılaştırmaları alt temaları yer almıştır. Montessori öğretmen eğitim programlarının katkılarına ilişkin görüşler ana teması ise (a) mesleki gelişime katkılar ve (b) kişisel gelişime katkılar alt temalarını içermektedir. Araştırma sonucunda elde edilen anlatılarda Montessori öğretmeni olabilmek için alınan öğretmen eğitimi programlarının genel olarak oldukça uzun süreli ve felsefeyle tutarlı uygulamaları vurgulayan yoğun içerikleri olduğu bunun yanı sıra anlatıcının (katılımcının) mesleki kimliğinde ve eğilimlerinde bir dönüşüm yarattığı görülmektedir. / This study aimed to examine the narratives of a teacher who participated in international Montessori teacher training in depth. Narrative research, one of the qualitative research designs, was used in this study. Semi-structured interviews were conducted with a Montessori teacher who was selected based on criterion sampling. The data were analyzed through thematic analysis, and the findings were presented in chronological order under the themes of "Reasons to be a Montessori teacher", "The characteristics of the training taken to become a Montessori teacher" and "Views on the Contribution of Montessori Teacher Education Programs". The sub-themes of (a) NAMC Montessori teacher education program features, (b) The characteristics of the AMS education environment, (c) The characteristics of the AMS teacher education program, (d) Features of the AMI educational environment, (e) Features of the AMI teacher education program, (f) The characteristics of the educators were presented under the main theme of the characteristics of the training taken to become a Montessori teacher. The main theme of views on the contributions of Montessori teacher training programs includes the sub-themes of (a) contributions to professional development and (b) contributions to personal development. As a result, it is seen that the teacher education programs taken to become a Montessori teacher are generally quite long-term, as well as create a transformation in the professional identity of the participant.
Language: Turkish
ISSN: 2148-6239, 2458-9268
Article
Social Justice and Montessori Teacher Education: Notes from the IMC Teacher Education Committee
Available from: ISSUU
Publication: Montessori Leadership, vol. 22, no. 4
Date: 2020
Pages: 28-29
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Language: English
Article
Montessori Spotlight: Teacher Education Action Commission (TEAC) - Supporting Teacher Education Programs
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 2
Date: Summer 2022
Pages: 16-17
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Abstract/Notes: Debbie Sheehan, a TEAC Elementary representative, describes her experience: "TEAC provides teacher education program directors and instructors the opportunity to work with seasoned Montessori directors and instructors from various teacher education programs. Currently, AMS is piloting a training program for teacher education programs and their adult learners. Between meetings, members are expected to participate in work groups and subcommittees, review and recommend teacher education programs for affiliation, review and make recommendations for teacher education standards, and serve as ambassadors for the larger teacher education community.
Language: English
ISSN: 1054-0040
Article
Eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerinde Montessori eğitimci eğitim programının etkisinin incelenmesi / Investigation of the effect of the Montessori educator training program on educators' competencies regarding Montessori approach
Available from: Association for the Development of Early Childhood Education in Turkey
Publication: Erken Çocukluk Çalışmaları Dergisi / Journal of Early Childhood Studies, vol. 6, no. 1
Date: 2022
Pages: 5-22
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Abstract/Notes: The research was conducted with 56 educators (28 experimental and 28 control group) in order to evaluate the effect of the Montessori Educator Training Program (METP) on the competencies of the Montessori approach. The research was carried out in experimental design. In experimental process, the METP was applied to the experimental group. Findings revealed that there was no significant difference between the pretests of groups; but also a significant difference between the posttests. And it’s also showed that there is a significant difference; however, there was no significant difference between the pretest and posttests of control group. These findings showed that Program is effective on the thoughts, feelings and behaviors related to Montessori philosophy. According to the findings, it can be suggested that the trainings should be disseminated and that the trainings should be given by people who have knowledge of Montessori philosophy and practice and who have received training from international organizations. / Montessori Eğitimci Eğitim Programının, eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerine etkisini değerlendirmek amacıyla yapılan araştırma 56 (28 deney ve 28 kontrol) eğitimci ile gerçekleştirilmiştir. Araştırma, ön test son test kontrol gruplu 2x2 faktöriyel desende yürütülmüş, veriler araştırmacılar tarafından geliştirilen Genel Bilgi Formu ve Montessori Eğitimine İlişkin Eğitimci Değerlendirme Anketi ile toplanmıştır. Deneysel süreçte deney grubundaki eğitimcilere 160 saatlik Montessori Eğitimci Eğitimi Programı uygulanmıştır. Araştırma bulguları, deney ve kontrol grubunun ön test puanları arasında anlamlı bir fark olmadığını; bunun yanında son test puanları arasında anlamlı bir fark olduğunu göstermiştir. Deney grubunun ön test ve son test puanları karşılaştırıldığında anlamlı bir fark olduğu; buna karşın kontrol grubunda ön ve son test puanları arasında anlamlı bir fark olmadığı belirlenmiştir. Söz konusu bulgular Montessori Eğitimci Eğitiminin Montessori felsefine ilişkin düşünce, duygu ve davranışlar üzerinde etkili olduğunu göstermiştir. Bulgular ışığında eğitimlerin yaygınlaştırılması, eğitimlerin Montessori felsefesi ve uygulamasına hâkim, uluslararası kuruluşlardan eğitim almış kişiler tarafından verilmesi önerilebilir.
Language: English
DOI: 10.24130/eccdjecs.1967202261383
ISSN: 2564-7601
Doctoral Dissertation
An Evaluation of the Effectiveness of the Korean Montessori Teacher Training Program as Perceived by Montessori Teachers and Parents of Montessori-Educated Children
Available from: ProQuest - Dissertations and Theses
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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
Article
La formazione Montessori Nazionale ed Internazionale a Perugia / La formación nacional e internacional Montessori en Perugia / National and International Montessori Training in Perugia
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3
Date: Dec 2014
Pages: 147-152
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Language: Italian
ISSN: 2255-0666
Article
Pendampingan Pembelajaran Berbasis Metode Montessori Bagi Guru TK Kanisius Demangan Baru [Montessori Method-Based Learning Assistance for Kanisius Demangan Baru Kindergarten Teachers]
Available from: Universitas Sanata Dharma (Indonesia)
Publication: Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat, vol. 5, no. 1
Date: 2022
Pages: 34-41
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: This community service activity aimed to assist teachers at Kanisius Demangan Baru Kindergarten about Montessori method-based learning so that teachers can apply it in their respective classes. The method applied in this service is the discussion method by explaining the material to be delivered, the question and answer method is used to explore the teacher's understanding of the material to be given and the workshop is used to train and guide teachers in compiling learning videos that are integrated into the classroom. The results showed that the Montessori method of teaching mentoring received a positive response. The teacher clearly understood the material presented, especially the daily life skills area and the sensorial area. For language and mathematics materials, teachers need to get further assistance. The data result also explains that the Montessori method is effective and can be developed in Kanisius Kindergarten, Demangan Baru. In addition, the Montessori method is also relevant to the learning process and curriculum used by Kanisius Demangan Baru Kindergarten in collaboration with reflective pedagogy.
Language: Indonesian
ISSN: 2620-5513
Article
Montessori Method and the Deaf Child: What the Montessori Method Is
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 2
Date: May 1912
Pages: 74-85
Children with disabilities, Deaf, Deaf children - Education, Inclusive education, Montessori method of education
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Language: English
ISSN: 0042-8639
Article
La méthode Montessori aux Refuges de Saint-Sulpice et de Fontenay-aux-Roses; une curieuse expérience d'enseignement sur les petits réfugiés [The Montessori method at the Refuges of Saint-Sulpice and Fontenay-aux-Roses; a curious teaching experience on small refugees]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Journal des Réfugiés du Nord (Paris, France)
Date: Nov 29, 1916
Pages: 1-2
Displaced communities, Europe, France, Refugees, Western Europe
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Language: French