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Article
Maria Montessori's Recommendations for Young Teachers to Develop Children's Little Hand Motorcy
Available from: International Academic Research Journal
Publication: International Academic Research Journal, vol. 1, no. 1
Date: 2022
Pages: 44-49
Montessori method of education - Criticism, interpretation, etc., Motor ability in children
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Abstract/Notes: This article discusses in detail the Maria Montessori system and its peculiarities in the development of fine motor skills in children, the advantages and importance of Montessori pedagogy - a non-traditional method for the development of today's child's personality.
Language: English
ISSN: 2094-280X
Article
Training of Undergraduate Preschool Teachers in Montessori Education in Slovakia and the Czech Republic
Available from: SCIndeks
Publication: Istraživanja u Pedagogiji / Research in Pedagogy, vol. 11, no. 1
Date: 2021
Pages: 137-150
Czech Republic, Czechia, Eastern Europe, Europe, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori method of education - Teachers, Slovakia, Teacher training, Teachers, Trainings
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Abstract/Notes: The paper presents a description and comparison of the undergraduate student teacher training and kindergarten teacher continuing education in the Montessori Method of Education encompassed in formal education in Slovakia and the Czech Republic. The theoretical part of the paper aims at depicting Montessori education, still an attractive pedagogical direction in both countries, in a thorough, unconventional and innovative way. Even though Montessori education has been rooted worldwide for centuries, in Slovakia and the Czech Republic it presents relatively new alternative education, considering that an integrated school system, introduced in these countries in 1948 and lasting almost to the end of20thcentury, did not allow the use of other alternatives in addition to the mainstream education. A description of (preschool) education in both countries and an analysis of kindergarten teacher's personality and his/her lesson plans are included in the theoretical part of the paper. The empirical part contains pedagogical research of qualitative design, conducted in Slovakia and the Czech Republic in order to identify and map the current state, level and possibilities of formal education of pre-service and in-service teachers in Slovak and Czech kindergartens.
Language: English
ISSN: 2217-7337, 2406-2006
Article
Reimagining Teacher Development: Cultivating Spirit
Available from: Child Care Information Exchange website
Publication: Exchange
Date: Jan/Feb 2012
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Abstract/Notes: This quote by Maria Montessori piques the imagination in today’s educational field where we still struggle to find an answer to the question of quality. What makes a good teacher? How do we teach people to teach? To listen to the wisdom of Maria Montessori, among others, is to suggest the answer doesn’t lie in training requirements. Although well-meaning, some methods of training approach teaching as a one-size-fits-all approach. Yet, there are myriad techniques for teaching and no one method works for all teachers or all students. Indeed, good teachers use a variety of techniques (Intrator & Kunzman, 2006). Unfortunately, our search for objective standards by which to measure quality teaching has overlooked the fact that the root of teaching lies not in simple methodology, but in the messy business of human relationships. Embracing this means recognizing that who we are and how we relate to the world around us makes a difference in our teaching (Palmer, 1998).
Language: English
ISSN: 1946-0406
Article
Something for Everyone: Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.
Available from: JSTOR
Publication: Young Children, vol. 48, no. 5
Date: Jul 1993
Pages: 82-87
Child development, Classroom environments, Early childhood education, Nongraded schools, Parent-teacher relationships
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Abstract/Notes: Discusses the benefits of mixed-age grouping for children's social and cognitive development and reservations parents sometimes have about mixed-age groupings. Also discusses issues that teachers need to consider when implementing mixed-age groups: children's personal care routines; furnishings; children's language, motor, creative, and social development; and the needs of adults. (BB)
Language: English
ISSN: 0044-0728
Book
Affiliated Teacher Education Programs
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Language: English
Published: New York, New York: American Montessori Society, 1994
Book
Directory of Affiliated Teacher Preparation Programs
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Language: English
Published: New York, New York: American Montessori Society, 1986
Book
Recruiting Montessori Teachers
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Language: English
Published: New York, New York: American Montessori Society, [2000]
Article
A Classification of Teacher Interventions in Mathematics Teaching
Available from: Springer Link
Publication: ZDM (Zentralblatt für Didaktik der Mathematik), vol. 37, no. 3
Date: Jun 2005
Pages: 240-245
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Abstract/Notes: One of the best-known quotes in pedagogical literature is Maria Montessoris “Help me to do it myself.” This citation can be applied to many open questions. For example, how to help students working autonomously on cognitively demanding tasks is not only an unanswered question in didactical literature, but there has also been relatively little research done in this area.
Language: English
DOI: 10.1007/s11858-005-0015-3
ISSN: 1863-9704
Article
Constructing Professional Identities: Montessori Teachers' Voices and Visions
Available from: Taylor and Francis Online
Publication: Scandinavian Journal of Educational Research, vol. 48, no. 4
Date: Sep 2004
Pages: 397-412
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Abstract/Notes: In this study, occupational life histories of Montessori teachers in Sweden have been constructed in collaboration with a group of them. Data exploration and analysis have included journals, interviews, written reflections and conversations. Of interest has been to shed light on underlying values, ways in which professional roles reflect personal values and teachers' reflections on the present and future perspectives of Montessori education. Life histories make it possible for each individual teacher to be presented in the light of his/her own personal attributes and unique qualities as well as in relation to a wider (historical, cultural) context. The overall aim has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Valuable insights have been gained concerning the changing roles of teachers in contemporary educational settings.
Language: English
DOI: 10.1080/0031383042000245799
ISSN: 0031-3831, 1470-1170
Article
The Making of Politically Conscious Indonesian Teachers in Public Schools, 1930-42
Available from: J-Stage
Publication: Southeast Asian Studies, vol. 3, no. 1
Date: 2014
Pages: 119-149
Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Taman Siswa
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Abstract/Notes: This paper deals with the emergence of political consciousness among Indonesian teachers and students in public Dutch-Indonesian teacher training schools (Hollands Inlandse Kweekschool, HIK) during the last colonial decade up to the beginning of the Japanese occupation in 1942. Most of the Indonesian teachers and students, who pursued careers and education respectively in government schools, had initially embarked from personal expectations of upward economic mobility. Yet, in the course of the 1930s, they grew in deliberate willingness and perception to engage in a wider scope of social dynamics without limiting themselves to the area of power politics. In this paper, the manner in which these students and teachers gave meaning to their daily lives inside and outside of school is identified and analyzed as the factor that critically contributed to the emergence of political consciousness among them. Although the transformation that the teachers underwent in their view of school education was a radical leap when seen from the perspective of the Indonesiacentric historiography of the 1930s, it did not actually show a process of transformative pedagogy. The sense of citizenship that the teachers shared in the 1930s, albeit a dramatic shift from the motivation that had originally propelled them, did not reflect the notion of public education as an independent practice of cultural upbringing irrelevant to the state and state-formation ideology.
Language: English
DOI: 10.20495/seas.3.1_119__8211_
ISSN: 2423-8686, 2186-7275