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755 results

Article

An Invitation to Teachers [Teachers Section]

Publication: Montessori Life, vol. 3, no. 3

Pages: 7

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Language: English

ISSN: 1054-0040

Article

Montessori Spotlight: Teacher Education Action Commission (TEAC) - Supporting Teacher Education Programs

Available from: ProQuest

Publication: Montessori Life, vol. 34, no. 2

Pages: 16-17

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Abstract/Notes: Debbie Sheehan, a TEAC Elementary representative, describes her experience: "TEAC provides teacher education program directors and instructors the opportunity to work with seasoned Montessori directors and instructors from various teacher education programs. Currently, AMS is piloting a training program for teacher education programs and their adult learners. Between meetings, members are expected to participate in work groups and subcommittees, review and recommend teacher education programs for affiliation, review and make recommendations for teacher education standards, and serve as ambassadors for the larger teacher education community.

Language: English

ISSN: 1054-0040

Book Section

The Scientific Teacher According to Maria Montessori: The 'New Type' of Teacher, Part 1 ([San Francisco, Panama Pacific International Exposition] Lecture 1: 6 August 1915)

Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori

Pages: 60-68

Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Book Section

The Scientific Teacher According to Maria Montessori: The 'New Type' of Teacher, Part 2 ([San Francisco, Panama Pacific International Exposition] Lecture 2: 7 August 1915)

Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori

Pages: 69-74

Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Book Section

Interdependent Impact: Contemporary Teacher Education and Montessori Teacher Preparation

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 457-468

Early childhood care and education, Early childhood education, Montessori method of education - Study and teaching, Montessori method of education - Teachers, Montessori method of education - Teachers, Teacher training

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Abstract/Notes: Montessori education and teacher preparation exist within a larger framework of teacher education worldwide, and major trends in global teacher education impact Montessori teacher preparation. This chapter examines the intersection of contemporary teacher education and Montessori teacher education in certification programs and policies in the arena of higher education. In some instances, Montessori education is already on the leading edge of contemporary teacher education with neuroscience and psychological research regularly reflecting the value of Montessori principles. In other ways, Montessori education is on the receiving end of this work, learning from contemporary teacher education programs in areas such as assessment, inclusion, diversity, technology use, and differentiation.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

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

Highly Qualified: NCLB Says Teachers Must Be 'Highly Qualified' - Who's Making the Case for Montessori Teachers?

Publication: Public School Montessorian, vol. 16, no. 4

Pages: 1, 18

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Teachers as Researchers: The First Cycle of the Teachers' Research Network

Available from: JSTOR

Publication: Young Children, vol. 44, no. 5

Pages: 20-27

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Language: English

ISSN: 0044-0728

Article

What Montessori Teachers Would Like You to Know: Resource Teachers

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

Publication: Public School Montessorian, vol. 4, no. 1

Pages: 8

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

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