Language: Hungarian

Language: English

ISSN: 1071-6246

Language: English

Published: Battersea, England: Salesian Press, 1956

Abstract/Notes: As one of many contemporary educational reform strategies, the charter school movement has expanded opportunities for educators, children and parents to pursue environments that suit their personal values and predispositions. This project invited teachers to share their experiences working in a unique charter school environment. It examined how teachers described and conceptualized their experiences as professional educators in a public Montessori charter school. Two research questions guided the work as a whole: (1) How do teachers working in this unique charter school environment describe their ideals and perceptions of professional practice? And, (2) what do teachers have to say about this unique charter school environment and their experience working in it? The study employed multiple interviews with seven experienced educators. Using a modified interpretative phenomenological analysis approach, the researchers inductively analyzed teachers’ narratives. After inductive analysis, the teachers’ responses were considered in light of qualities reported to be associated with effective person-centered practice (therapy and teaching). These qualities included practitioner afforded conditions and teachers’ strategies for coping with a wide range of intra-personal, personal and organizational/contextual challenges. [Als eine von vielen heutigen Reformstrategien in der Erziehung bietet die Bewegung privater Schulen mit öffentlichem Auftrag erweiterte Möglichkeiten für Erziehende, Kinder und Eltern, um eine Umgebung bereitzustellen, die ihren persönlichen Werten und Prädispositionen entgegenkommt. Dieses Projekt bot Lehrern die Gelegenheit, ihre Erfahrungen darüber mitzuteilen, im einzigartigen Umfeld einer Privatschule mit öffentlichem Auftrag zu arbeiten. Es untersuchte, wie Lehrer ihre Erfahrungen als professionelle Erziehende in einer privaten Montessori-Schule mit öffentlichem Auftrag beschrieben und konzeptualisierten. Zwei Forschungsfragen dienten dabei als Leitfaden: 1. Wie beschreiben Lehrer, die in dieser einzigartigen Privatschul-Umgebung mit öffentlichem Auftrag arbeiten, ihre Ideale und die Wahrnehmungen zur Berufspraxis? Und 2. Was haben die Lehrer über diese einzigartige Privatschul-Umgebung mit öffentlichem Auftrag zu sagen und wie erleben sie es, darin zu arbeiten? Die Studie verwendete verschiedene Interviews mit sieben erfahrenen Erziehenden. Eine modifizierte interpretative phänomenologische Analyse diente als Ansatz, womit die Forschenden die Narrative der Lehrpersonen induktiv analysierten. Nach der induktiven Analyse wurden die Antworten der Lehrpersonen im Licht von Qualitäten betrachtet, die man mit effektiver personzentrierter Praxis (Therapie und Unterricht) in Verbindung bringt. Diese Qualitäten schlossen Bedingungen ein, die Praktiker anboten sowie Unterrichtsstrategien, um mit einem weiten Spektrum an intra-personalen, persönlichen und organisatorischen/kontextuellen Herausforderungen zurechtzukommen. / Como una de las muchas estrategias de reforma educativa contemporánea, el movimiento de la escuela charter ha ampliado oportunidades para educadores, niños y padres para buscar entornos que se adapten a sus valores personales y predisposiciones. Este proyecto invita a profesores a compartir sus experiencias de trabajo en un ambiente de escuela única chárter. Examina cómo los profesores describen y conceptualizan sus experiencias como profesionales de la educación en una escuela Montessori pública. Dos preguntas de investigación guiaron el trabajo en su conjunto: (1) ¿Cómo los profesores que trabajan en este entorno de escuela única charter describen a sus ideales y percepciones de la práctica profesional? Y, (2) ¿Qué tienen que decir los profesores acerca de este entorno único de escuela charter y su experiencia de trabajo en ella? El estudio empleó múltiples entrevistas con siete educadores experimentados. Utilizando un enfoque de análisis fenomenológico interpretativo modificado, los investigadores analizaron inductivamente las narrativas de los docentes. Después del análisis inductivo, se consideraron las respuestas de los profesores a la luz de las cualidades que mencionaron para ser asociadas a una práctica centrada en la persona (de terapia y enseñanza). Estas cualidades incluyen un profesional que brinda las condiciones y estrategias docentes para hacer frente a una amplia gama de desafios intrapersonales, personales, organizacionales y contextuales. / Parmi les nombreuses stratégies de réforme éducative, le mouvement de l’école à charte a accru les possibilités dont disposent les éducateurs, les enfants et les enseignants pour développer des cadres qui répondent à leurs valeurs personnelles et à leurs attentes. Ce projet a invité les enseignants à partager leurs expériences tout en travaillant dans le cadre d’une école à charte. Il a examiné comment les enseignants ont décrit et conceptualisé leurs expériences en tant qu’éducateurs professionnels dans une école privée à charte Montessori. L’ensemble du travail a été conduit sur base de deux questions de recherche: (1) Comment les enseignants travaillant dans le cadre de cette école à charte décrivent-ils les idéaux et la perception qu’ils se font de leur pratique professionnelle ? Et, (2) ces enseignants, qu’ont-ils à dire quant au cadre de cette école et quant à leur expérience de travail dans un tel environnement ? L’étude a eu recours à de multiples interviews auprès de sept éducateurs expérimentés. Utilisant une approche d’analyse interprétative phénoménologique modifiée, les chercheurs ont analysé de manière inductive les récits des professeurs. Après analyse inductive, les réponses des professeurs ont été examinées à la lumière des qualités considérées comme associées à une réelle pratique centrée sur la personne (thérapie et enseignement). Ces qualités incluaient les conditions nécessaires au praticien et les stratégies des professeurs pour s’adapter à un large éventail de défis intra-personnels, personnels et organisationnels/contextuels. / No contexto das estratégias de reforma da educação contemporâneas, o movimento escolar charter expandiu as oportunidades de educadores, crianças e pais para explorar ambientes que vão ao encontro dos seus valores pessoais e das suas predisposições. Este projeto convidou os professores a partilharem as suas experiêncas de trabalho no ambiente único de uma escola charter. Analisou-se a forma como os professores descreviam e concetualizavam as suas experiências enquanto profissonais de educação numa escola pública Montessori. Duas perguntas de investigação guiaram o estudo, no seu todo: 1 – Como descrevem os professores, que trabalham nesta escola charter particular, os seus ideais e perceções em relação à sua prática profissional? 2- O que têm os professores a dizer em relação a este ambiente particular de escola charter e da sua experiência de trabalho nesse contexto? O estudo recorreu a diversas entrevistas feitas a sete educadores experientes. Os investigadores analisaram as narrativas dos professores por indução, recorrendo a uma abordagem de análise fenomenológica interpretativa modificada. Após a análise indutiva, as respostas dos professores foram interpretadas à luz das qualidades referidas como estando associadas a uma prática centrada na pessoa eficaz (terapêutica e educacional). Essas qualidades incluíam condições atribuídas ao terapeuta e estratégias dos professores para lidarem com uma vasta gama de desafios intra-pessoais, pessoais e organizacionais/contextuais.]

Language: English

DOI: 10.1080/14779757.2016.1139500

ISSN: 1477-9757

Abstract/Notes: The Hartford community shows exemplary teamwork as the collaborate on a Montessori magnet school designed to attract urban and suburban families to attend the same public school. This AMI school's unequivocal commitment to quality Montessori in public education is conveyed by the video's interviews with parents, teachers, school administration, and state officials.

Runtime: 14 minutes

Language: English

Published: Burton, Ohio, 2005

Language: English

ISSN: 0519-0959

Language: English, German

Published: New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3

Abstract/Notes: Il volume raccoglie una parte delle tante voci italiane, iberiche e sudamericane che hanno inondato le giornate del Convegno su "Maria Montessori e la scuola d'infanzia a nuovo indirizzo", promosso dalla Fondazione Montessori Italia e svoltosi a Roma nel febbraio del 2015. Il libro si propone di ripercorrere alcuni elementi significativi della lezione di Maria Montessori, ricostruendone gli sviluppi in relazione al nuovo indirizzo dell'educazione infantile promosso da Bruno Ciari e Loris Malaguzzi, in vista delle sfide pedagogiche che si prospettano alla scuola d'infanzia nel nuovo secolo. Il volume è diviso in tre parti. La prima parte, intitolata ai fondamenti del pensiero montessoriano e ai suoi rapporti col modello a nuovo indirizzo, riporta le relazioni di base del Convegno. La seconda parte è costituita da interventi relativi agli aspetti storici e culturali del pensiero montessoriano. La terza parte, infine, è dedicata a interventi inerenti ad alcuni momenti della pedagogia montessoriana.

Language: Italian

Published: Bergamo, Italy: Zeroseiup, 2015

ISBN: 978-88-99338-07-7 88-99338-07-8

Series: Culture e saperi dell'infanzia

Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.

Language: Polish

ISSN: 2353-7140, 2353-7159

Language: German

Published: Düsseldorf, Germany, 1965