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2343 results

Article

The Montessori Method in Relation to Moral Training and Catholic Dogma

Available from: HathiTrust

Publication: Catholic Educational Review, vol. 29

Pages: 412-424

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Language: English

ISSN: 0884-0598

Article

NCME Receives American Council on Education Recommendations for Training

Publication: The National Montessori Reporter, vol. 24, no. 2

Pages: 18-19

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Language: English

ISSN: 0740-3720

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

Pages: 11

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Teachers as Learners, Teachers as Leaders

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 12, no. 2

Pages: 2

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

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

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

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

Pages: 26

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

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

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

Being a Teacher of the Teachers

Publication: Montessori International, vol. The, no. 121

Pages: 19–21

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Abstract/Notes: includes photos and figures and references

Language: English

ISSN: 1470-8647

Article

Teachers Networking Teachers Update

Publication: The National Montessori Reporter, vol. 21, no. 4

Pages: 11

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Language: English

Article

Miami Teachers' Union Opts for Montessori [day care for teachers' children]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 11, no. 3

Pages: 30

Public Montessori

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Language: English

ISSN: 1071-6246

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