Language: Spanish

Published: Barcelona, Spain, 1964

Abstract/Notes: Transformation of the Adult is an essential outcome of the teacher education course, with an emphasis on spiritual preparation, service to humanity and the attitudes and dispositions inherent in the philosophy (2018, p. 187). HILARY GREEN is the director of the Institute for Advanced Montessori Studies, in Silver Spring, MD. She serves as chair of the Teacher Educators Section of the AMS Board of Directors. References American Montessori Society Teacher Education Action Commission and American Montessori Society Board of Directors.

Language: English

ISSN: 1054-0040

Abstract/Notes: In this month’s Lead the Change (LtC) interview Whitney Hegseth reflects on the responsibilities of educational change scholars, the need for mutually beneficial partnerships with e…

Language: English

Published: May 19, 2023

Abstract/Notes: In this month’s Lead the Change (LtC) interview Whitney Hegseth reflects on the responsibilities of educational change scholars, the need for mutually beneficial partnerships with e…

Language: English

Language: English

Abstract/Notes: Montessori teacher education, or “training” - as it is usually referred to, seems to be an intriguing example of a precisely defined and unique methodology of professional development conducted by the organizations which do not belong to the academic world but they are rather private, non-state funded entities or non-for-profit NGOs. Montessori education is practiced on all continents, in 154 countries, and is one of the dominant “alternative” to traditional schooling with estimated 15763 schools around the world. Such popularity also means that that there is a global demand for teachers prepared for working in accordance with this approach. Additionally, the founder of the pedagogy Maria Montessori left very clear instructions on the preparation of the adult. In this context the education of future Montessori practitioners is both described in detail and – to a large extent – elitist and privatized. At the same time the Montessori courses “use” specific techniques and technologies to “train” the teachers, which might be an interesting “lens” through which teacher education as such can be analyzed. The main research question of the empirical project was: how do Montessori approach trainees experience their participation in the training programs? The research was conducted between 2020 and 2022 and implemented qualitative research strategy, with two main data gathering methods: - 25 individual in-depth, narrative interviews with trainees from 18 countries - Participatory ethnographic observation in a three-year international training program The analysis of the interviews was conducted according to the strategy of phenomenography, and participatory observation followed the model of ethnography as outlined by Atkinson and Konecki The main result of the interviews’ analysis is the meanings outcome space consisting of four main descriptive categories: (1) training as struggle; (2) training as socializing; (3) training as unwanted but necessary step; (4) training as radical transformation. The ethnographic part of the research and the analysis of data (field notes, documents, communication entries; diary entries and jottings) allowed to identify a number of solutions and crucial ‘technologies’, among which: note taking, supervised practice, albums constructing and practice reflections seem to be most important. / Kształcenie nauczycieli Montessori, lub "szkolenie" - jak to się zwykle określa, wydaje się być intrygującym przykładem precyzyjnie zdefiniowanej i unikalnej metodologii rozwoju zawodowego prowadzonej przez organizacje, które nie należą do świata akademickiego, ale są raczej prywatnymi, niefinansowanymi przez państwo podmiotami lub organizacjami pozarządowymi non-profit. Edukacja Montessori jest praktykowana na wszystkich kontynentach, w 154 krajach i jest jedną z dominujących "alternatyw" dla tradycyjnego szkolnictwa, z około 15763 szkołami na całym świecie. Taka popularność oznacza również, że istnieje globalne zapotrzebowanie na nauczycieli przygotowanych do pracy zgodnie z tym podejściem. Ponadto założycielka pedagogiki Maria Montessori pozostawiła bardzo jasne instrukcje dotyczące przygotowania dorosłych. W tym kontekście edukacja przyszłych praktyków Montessori jest zarówno szczegółowo opisana, jak i - w dużej mierze - elitarna i sprywatyzowana. Jednocześnie kursy Montessori "wykorzystują" określone techniki i technologie do "szkolenia" nauczycieli, co może być interesującą "soczewką", przez którą można analizować edukację nauczycieli jako taką. Główne pytanie badawcze projektu empirycznego brzmiało: w jaki sposób stażyści podejścia Montessori doświadczają swojego udziału w programach szkoleniowych? Badanie zostało przeprowadzone w latach 2020-2022 i obejmowało jakościową strategię badawczą, z dwiema głównymi metodami gromadzenia danych: - 25 indywidualnych, pogłębionych wywiadów narracyjnych ze stażystami z 18 krajów - Etnograficzna obserwacja uczestnicząca w trzyletnim międzynarodowym programie szkoleniowym. Analiza wywiadów została przeprowadzona zgodnie ze strategią fenomenografii, a obserwacja uczestnicząca była zgodna z modelem etnografii nakreślonym przez Atkinsona i Koneckiego. Głównym wynikiem analizy wywiadów jest przestrzeń znaczeń składająca się z czterech głównych kategorii opisowych: (1) szkolenie jako walka; (2) szkolenie jako socjalizacja; (3) szkolenie jako niechciany, ale konieczny krok; (4) szkolenie jako radykalna transformacja. Etnograficzna część badania i analiza danych (notatki terenowe, dokumenty, wpisy komunikacyjne; wpisy do dziennika i notatki) pozwoliły zidentyfikować szereg rozwiązań i kluczowych "technologii", wśród których najważniejsze wydają się: robienie notatek, nadzorowana praktyka, konstruowanie albumów i refleksje praktyczne.

Language: English

Published: Glasgow, Scotland, 2023

Abstract/Notes: Kepemimpinan Kepala Sekolah Pendidikan Anak Usia Dini memiliki tantangannya sendiri dalam mengelola dan memenejerial Lembaga Pendidikan. Kompleksitas yanga dihadapi kepala sekolah dalam memimpin Lembaga Pendidikan PAUD agar semua unsur dalam lembaga dapat bersama-sama secara aktif dan optimal dalam mencapai tujuan, maka diperlukan kecakapan sebagai pemimpin dan sekaligus manajerial. Pada  penelitian ini menggunakan metode analisis kepustakanan. Hasil dari penelitian ini memberikan argument bahwa gaya kepemimpin kepala sekolah yang transformasional akan lebih baik dalam mempengaruhi, menggerakkan, memotivasi semua unsur dalam lembaga pendidikan, sehingga tujuan dan visi dari lembaga pendidikan PAUD tercapai. Pendekatan gaya kepemimpinan kepala sekolah PAUD yang transformasional dapat  secara bersama  serta komponen-kompon  sekolah menjadi Tim yang saling mendukung.   The leadership of the Head of the School of Early childhood Education has its own challenges in managing and memenejerial Educational Institutions. The complexity of yanga faced the head of school in leading Educational Institutions of early childhood education so that all elements in the institution can be together actively and optimal in achieving the goals, then the necessary skills as a leader and at the same time managerial. In this study, using methods of analysis kepustakanan. The results of this study provide the argument that the style of leadership the head of the school of transformational would be better in affect, move, motivate all the elements in the educational institutions, so that the goals and vision of the institution of early childhood education achieved. The approach of the leadership style of the head of the school of early childhood education transformational can be shared as well as the components of the school to be the Team that support each other.

Language: Indonesian

DOI: 10.51667/mjpkaud.v2i2.742

ISSN: 2798-6195

Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.

Language: English

DOI: 10.20533/ijcdse.2042.6364.2022.0565

ISSN: 2042-6364

Abstract/Notes: El Boletin, December 2003

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1054-0040