Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: This paper discusses the implications of using life history methodology in teacher research. By examining teachers’ life stories within a cultural and historical context the researcher and teacher, in collaboration, construct a life history. Biographical material based on the personal and professional aspects of being a teacher were collected from eight Montessori teachers in Sweden. Empirical data included interviews, diaries, written narratives and discussions. Theoretical and philosophical issues raised in conjunction with the biographies included counterconcepts such as traditional educational theory/critical reflection and continuity/change within the profession. Specific issues were raised in regard to students, parents, the work situation, etc. Valuable insights were gained concerning the changing roles of teachers in contemporary educational contexts. The voices and visions of teachers should thus be able to contribute to a deeper understanding of the role of the teacher and by so doing lead to improvements within the profession as a whole.

Language: English

Abstract/Notes: This chapter emphasises the importance of teachers consciously trying to live together harmoniously for themselves as opposed to merely modelling behaviours. It highlights the teachers’ intrinsic commitment to pursuing Learning To Live Together Harmoniously both for themselves and for their students. It encourages questioning if schools need to be just learning centres for children or if they can be restructured as learning spaces for everyone, spaces for community living, and spaces for experimenting with different ways of living and being. It exemplifies some of these alternatives and finds that the schools had several supportive systems for teachers, including those for autonomy, dialogue, collaboration, reflection, meditation, action on issues of social justice, and ethos of harmony.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Language: English

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2016 [1979]

ISBN: 978-90-79506-34-7

Series: Montessori Series , 7

Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.

Language: English

Published: College Park, Maryland, 1994

Language: English