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1107 results

Article

Teacher-Centered Mentorship as Meaningful Professional Development

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 2

Pages: 10-32

Americas, North America, United States of America

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Abstract/Notes: A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants’ experiences: the importance of mindfulness as a precursor to reflection and mentorship, the creation of communities of trust, the benefits of structure and focus, and the role of supportive accountability in improved practices. The study provides preliminary evidence for the use of multidimensional and teacher-centered professional-development programs to improve teaching practices. The research study has implications for administrators, teachers, and future research.

Language: English

DOI: 10.17161/jomr.v4i2.6923

ISSN: 2378-3923

Article

The Intellectual Lives of Teachers

Publication: NAMTA Journal, vol. 18, no. 1

Pages: 107-128

⛔ No DOI found

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Abstract/Notes: Recommends that inservice teacher education challenge the intellectual development of teachers. Discusses the learning process of teachers, and profiles activities in specific elementary and secondary schools intended to benefit students' learning. Suggests that teachers should teach sound habits of mind with intellectual humility, expertise in subject areas, and an awareness of methods of instruction. (PAM)

Language: English

ISSN: 1522-9734

Master's Thesis (Action Research Report)

Sustaining Teacher Resilience for Montessori Education

Available from: St. Catherine University

Action research, Montessori method of education

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Abstract/Notes: The purpose of this action research self-study was to determine the effects of a sustainable self-care practice on the resilience of an unemployed, mid-career Montessori early childhood teacher. This 4-week intervention consisted of twenty 20-minute sessions with meditation, yoga, and/or inspirational readings. Data was measured using a pre- and post-resilience survey, a daily adjective checklist, and a daily reflective journal. An increase in resilience was demonstrated by the resilience survey and self-assessed in journal entries, suggesting that taking time each day for personal self-care can positively impact resilience. Further research should include a larger and diverse study group of full-time teachers, longer or shorter daily intervention times, and a longer intervention period to determine further sustainability of the practice. This research will inform my practice as a teacher both personally and professionally, with consistency of teacher effectiveness being the greatest professional benefit.

Language: English

Published: St. Paul, Minnesota, 2021

Article

Teachers’ Perceptions of Supporting Pre-School Children in Self-Learning in Montessori Classrooms: A Case Study of Three Saudi Pre-Schools

Available from: Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications

Publication: Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications, no. 37

Pages: 1-21

Asia, Middle East, Montessori method of education, Saudi Arabia, Preschool children, Saudi Arabia, Teachers - Attitudes, Western Asia, ⛔ No DOI found

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Abstract/Notes: Teaching at pre-school in Saudi Arabia can involve the use of many types of teaching methods, and the Montessori educational system is one approach that can be used. Over time, this method has gained value and popularity due to its promotion of a self-learning strategy. This current study aims to explore the perceptions of Montessori teachers working in Saudi Arabia about their role in supporting a self-learning strategy for pre-school children. The research sample comprised Montessori teachers working at three schools in Saudi Arabia. Data was collected by undertaking qualitative semi-structured interviews and using an unstructured questionnaire. The interviews was piloted in advanced. The findings show that most of the Saudi pre-school teachers who participated are knowledgeable about teaching the Montessori system in the classroom, and have knowledge of applying the self-learning strategy. However, in practice, their role in supporting children to achieve self-learning is affected by various factors, including: the overall ethos of the Saudi education system, the Ministry of Education’s perceptions about teaching pre-school children using the Montessori system, the teacher’s background and their years of experiences working with pre-school children, and the use of individual education plans for each child.

Language: English

ISSN: 2617-9563

Article

The Teacher Educator and the Suffragist: Lillian De Lissa and Muriel Matters’ Activism in Australia and the United Kingdom

Available from: Taylor and Francis Online

Publication: History of Education, vol. 50, no. 6

Pages: 820-836

Australasia, Australia, Australia and New Zealand, Europe, Lillian de Lissa - Biographic sources, Muriel Matters - Biographic sources, Northern Europe, Oceania, United Kingdom

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Abstract/Notes: Focusing on the transnational circulation of ideas about suffrage and education, this article explores the work of suffragist Muriel Matters (1877–1969), and teacher educator Lillian de Lissa (1885–1967). It begins with Matters’ and de Lissa’s childhoods and education in post-suffrage Australia, and their initial work as an actress and kindergarten teacher respectively. The second section focuses on the development of their politics when Matters migrated to England in 1905 and joined the Women’s Freedom League, and de Lissa became the foundation principal of the Adelaide Kindergarten Training College in 1907. The third section discusses their engagement with Maria Montessori’s educational approach, which Matters incorporated into her socialist feminist activism during the First World War, and which led to de Lissa’s recruitment to England as a liberal feminist teacher educator in 1917. The final section highlights their advocacy for Montessori education in the United Kingdom during the interwar years.

Language: English

DOI: 10.1080/0046760X.2021.1906457

ISSN: 0046-760X, 1464-5130

Article

Teacher Professional Learning Whilst in Quarantine: A Case Study from China

Available from: International Academic Forum (IAFOR)

Publication: IAFOR Journal of Education, vol. 9, no. 2

Pages: 127-144

Asia, China, East Asia, Montessori method of education - Teacher training, Teacher training

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Abstract/Notes: Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.

Language: English

DOI: 10.22492/ije.9.2.08

ISSN: 2187-0594

Master's Thesis (Action Research Report)

Mindfulness Activities in Teacher Spiritual Preparation

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project examined the effects of mindfulness activities on teacher spirituality. It was conducted during a two-month Early Childhood Montessori teacher training course with eight female teachers between the ages of 25 and 50. Data was collected with the use of attitude scales, self-reflection journals, field notes and conversations. Conclusions showed participants perceived an increase in spirituality and gained inner peace, patience, kindness, humility, self-respect. They also showed they gained the ability to let go of negative energy, achieving calmness and positivism. Further research could be conducted to see the effects of teacher spirituality on the classroom environment and learning outcomes of students.

Language: English

Published: St. Paul, Minnesota, 2016

Article

Montessori Parent Education Workshop July 8-20

Publication: Midwest Montessori Newsletter

Pages: 2

Montessori method of education - Criticism, interpretation, etc., Parent-teacher relationships, Parenting - Study and teaching

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Language: English

Article

Parent Involvement in Montessori Education

Publication: Montessori Matters

Pages: 23–26

Australasia, Australia, Australia and New Zealand, Oceania, Parent-teacher relationships, ⛔ No DOI found

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Language: English

Article

Multicultural Teacher Education: Developing a Hermeneutic Disposition

Available from: Philosophy of Education Society

Publication: Philosophy of Education Yearbook

Pages: 68–77

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Abstract/Notes: The essay discusses multicultural teacher education (MTE) of preservice teachers, bigotry or prejudices, and the hermeneutics educational theory of Hans-Georg Gadamer. The authors describe changing teachers' dispositions through transformative learning, the history of hermeneutics, and the philosophy of the other. The authors mention cultural interactions, classroom relationships, and class activities to explore diversity and cultural experiences.

Language: English

ISSN: 8756-6575

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