Abstract/Notes: This essay examines the how’s why’s and what for’s of Montessori teacher training. Treating the Montessori system as an illuminating case of alternative teacher preparation, three concepts common to the lexicon of teacher education - culture, craft, and coherence - are explored in detail. Drawing both from both mainstream teacher education research and ethnographic studies of Montessori teacher training, the essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.

Language: English

DOI: 10.1177/0022487109344593

ISSN: 0022-4871

Abstract/Notes: Neste texto é apresentado um enredo acerca da circulação de Maria Montessori a partir fontes localizadas na Itália, fruto de um estágio sanduíche cujo um dos objetivos foi de estabelecer fios narrativos que pudessem contribuir para melhor entender aspectos que estão relacionados à circulação de Montessori e o seu contexto de produção de saberes para a formação e o ensino nas primeiras décadas do século XX. É possível dizer, pós análise, que a sistematização da proposta de Montessori na forma escrita contribuiu para a divulgação do seu método, haja vista o “boom” pós publicação da Pedagogia Científica e a publicações de artigos de revistas por ela organizadas. Vale dizer, também, que os cursos de formação de professores ganharam, também, papel importante para a circulação do seu método, haja vista as convocatórias a Montessori feitas por parte do Estado, que podem ser consideradas como reconhecimento de uma expertise para responder à uma demanda prática à época. [This text presents a plot about the circulation of Maria Montessori from sources located in Italy, the result of a sandwich stage whose objective was to establish narrative threads that could contribute to better understanding aspects that are related to the circulation of Montessori and its context of knowledge production for training and teaching in the first decades of the 20th century. It is possible to say, after analysis, that the systematization of Montessori's proposal in written form contributed to the dissemination of his method, given the boom after the publication of Scientific Pedagogy and the publication of articles in journals organized by it. It is also worth mentioning that teacher training courses have also gained an important role in the circulation of their method, given the calls to Montessori made by the State, which can be considered as recognition of an expertise to respond to a practical demand at the time.]

Language: Portuguese

ISSN: 2447-6447

Abstract/Notes: This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 pre-service teachers, who were taking education in the Preschool Teacher Training Department of the Faculty of Education. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. The “Problem Solving Scale” and the “Semi-structured Protocol Form” were used to collect the quantitative data in the research. Qualitative data prepared to support quantitative data consists of the open-ended semi-structured protocol form. The participants were educated with the Montessori approach-based STEM education for 14 weeks. In the results reached as a result of the research, it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results supported the quantitative results.

Language: English

DOI: 10.30831/akukeg.824773

ISSN: 1308-1659

Abstract/Notes: Artykuł prezentuje wyniki badań kwestionariuszowych dotyczących wartości preferowanych przez nauczycieli w szkołach pracujących w systemie tradycyjnym oraz al-ternatywnym – Marii Montessori. Badania zostały przeprowadzone w 2017 roku na terenie województw lubelskiego, mazowieckiego oraz kujawsko-pomorskiego. Zastosowano kwestio-nariusz PVQ-RR Shaloma Schwartza w polskiej adaptacji Jana Cieciucha. Ogółem przebadano 102 osoby (51 nauczycieli montessoriańskich, 51 tradycyjnych) i zakwalifikowano ich wyniki do ostatecznej analizy. Celem badań było określenie wartości, które są cenione zarówno przez nauczycieli montessoriańskich (grupa badawcza), jak i nauczycieli pracujących w systemie tradycyjnym (grupa porównawcza), a także zbadanie, czy istnieją różnice w zakresie prefe-rowanych wartości między tymi dwiema grupami. / The article presents the results of questionnaire concerned values preferred by teachers working in schools on the basis of traditional and alternative systems - Maria Montessori. The research was conducted in 2017 in the Lublin, Mazovian and Kuyavian-Pomeranian provinces. The S. Schwartz PVQ-RR questionnaire was used in the Polish adaptation of Jan Cieciuch. Overall, the research group of 102 respondents were qualified for the final analysis (Montessori teachers = 51, traditional = 51). In the research undertaken, the aim was to identify values that are valid both by Montessori teachers (research group) and teachers working in the traditional system (comparative group). The collected data presents whether there are differences in the preferred values between the both groups.

Language: Polish

DOI: 10.17951/lrp.2018.37.4.143-154

ISSN: 0137-6136

Abstract/Notes: Este estudo apresenta a construção e validação de um instrumento de avaliação qualiquantitativo capaz de aferir, concretamente, se os comportamentos dos escolares estao consistentes com os principios filosoficos indicados pelo Sistema Montessori de Educação. O instrumento foi elaborado a partir das dificuldades dos professores em deixar claro como trabalham para desenvolver em suas classes a autonomia da aprendizagem, destacando-se nesse contexto: confianca e competencia; independencia; autonomia; motivação intrinseca; capacidade para lidar com a autoridade externa; responsabilidade com o grupo; preparação academica; cidadãos do mundo. Esses itens nortearam a definicao das categorias do instrumento. A primeira versao foi aplicada em duas classes do Ensino Fundamental no agrupamento de 6 e 7 anos e no de 8 e 9 anos. Os resultados da aplicação e as sugestoes dos professores levaram à construção da versao final. Recomenda-se que a utilização do questionario "Progresso da classe em Processo de Autoeducação" seja registrada por classe de alunos e, depois, em relatorio para toda a instituicao montessoriana, de modo a retratar as conquistas e/ou dificuldades dos alunos.

Language: Portuguese

ISSN: 2175-2753

Abstract/Notes: The aim of this research is to deeply investigate strategies for arousing curiosity in children in Montessori method acknowledged as a modern education approach. Based on this aim, study participants are composed of 10 female preschool teachers working in Montessori schools in Germany. Study data has been gathered according to qualitative research methods. In analysis of qualitative data, descriptive analysis method has been used. Data is obtained by the process that questions in semi-structured interview form developed by researcher have been asked to teachers. Open-ended questions have been posed to teachers in order to identify under which situations it is difficult/easy to arouse curiosity, which activities/topics are easy/difficult for arousing curiosity, and specific strategies for arousing curiosity in children. Study findings indicates that for arousing curiosity in children, Montessori teachers apply sensitive observation, prepared environment, free choice, special attention, attention polarisation-concentration and sensitive phases principles. / Bu araştırmanın amacı, dünyanın modern eğitim anlayışlarından biri olarak kabul edilen Montessori yaklaşımında çocuklarda merak duygusunu uyandırmak için uygulanan stratejilerin ayrıntılı olarak incelenmesidir. Bu amaç doğrultusunda araştırmanın çalışma grubunu, Almanya’da Montessori okullarında görev yapan toplam 10 bayan okul öncesi öğretmeni oluşturmaktadır. Araştırmaya ilişkin veriler nitel araştırma yöntemiyle toplanmıştır. Nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma verileri araştırmacılar tarafından hazırlanan yapılandırılmış görüşme formundaki soruların öğretmenlere sorulmasıyla elde edilmiştir. Araştırmaya katılan Montessori öğretmenlerine, en kolay/zor merak uyandırdıkları etkinlikler/konular ve çocukların merak duygularını uyandırmak için kullandıkları stratejileri belirlemeye yönelik açık uçlu sorular yöneltilmiştir. Araştırma sonuçları, Montessori öğretmenlerinin çocuklarda merak duygusunu uyandırmak için hassas gözlem, hazırlanmış çevre, özgür seçim, özel ilgi, dikkatin polarizasyonukonsantrsayon ve duyarlı evreler ilkelerini uyguladıklarını göstermektedir.

Language: Turkish

ISSN: 1302-8944

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

Abstract/Notes: Montessori learning environments, described as prepared environment, allow children to choose their work freely and construct their own learning. Because the child is in the center and the roles of the teacher differ from the roles of the teachers in traditional schools, the direction of the communication and collaboration between the child and the teacher is determined accordingly. This study aims at examining the practices of Montessori teachers in communication and collaboration with the child. A phenomenological approach was adopted in the study. Purposive snowball sampling was employed to identify 12 Montessori preschool teachers. A focus group interview and semi-structured interviews were used to obtain data. The obtained data were transcribed and analyzed through the content analysis method. The findings were examined under three main themes, which are "the communication of the teacher with the child", "the collaboration between the teacher and the child" and "the difficulties Montessori teachers face in communication and collaboration with the child". The study showed that teachers' communication approach was based on respect for the child. When communicating with the child, teachers adopted a guidance role. However, teachers' practices in communication deviated from Montessori philosophy in case of conflict and undesired behaviors. Support from the child's peers, involving the children in forming class rules, giving children responsibility, and collaboration in learning were the main subjects that maintain collaboration with the child. Besides, study findings indicated that Montessori teachers faced some difficulties in communication and collaboration with the child. The results of this study imply that the communication and collaboration practices of Montessori teachers and the Montessori philosophy are mostly in line but can contradict in some cases.

Language: English

DOI: 10.17275/per.22.24.9.1

ISSN: 2148-6123

Abstract/Notes: The theoretical part of the paper deals with the description of Montessori pedagogy and its outlook on the teacher’s personality. In the application part, it provides the methodology background to the research based on a quantitative content analysis method that deals with academic journals and papers with the subject of pedagogy in general, pre-school, primary education and pedagogy for special educational needs in Slovakia in context of the articles about the Montessori pedagogy as a possible source of an informal education.

Language: Polish

ISSN: 2353-7140, 2353-7159

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