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Article
The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers
Available from: DergiPark Akademik
Publication: Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science, vol. 14, no. 2
Date: 2021
Pages: 93-119
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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
ISSN: 1308-1659
Article
A Letter to All Members of the AMS Teachers' Section
Publication: The Constructive Triangle (1974-1989), vol. 7, no. 3
Date: Summer 1980
Pages: 5
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Language: English
ISSN: 0010-700X
Article
Online Teacher Preparation: A Status Report on Three Strategies
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
The Challenges a Montessori Teacher Encounters
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 20, no. 3
Date: Spring 2008
Pages: 2
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Language: English
ISSN: 1071-6246
Article
Teacher Preparation Thrives in South Korea
Publication: Public School Montessorian, vol. 19, no. 3
Date: Spring 2007
Pages: 25
Asia, East Asia, Montessori method of education - Study and teaching, South Korea, South Korea, Teacher training
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Language: English
ISSN: 1071-6246
Article
Teacher-Centered Mentorship as Meaningful Professional Development
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 2
Date: 2018
Pages: 10-32
Americas, North America, United States of America
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Abstract/Notes: A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants’ experiences: the importance of mindfulness as a precursor to reflection and mentorship, the creation of communities of trust, the benefits of structure and focus, and the role of supportive accountability in improved practices. The study provides preliminary evidence for the use of multidimensional and teacher-centered professional-development programs to improve teaching practices. The research study has implications for administrators, teachers, and future research.
Language: English
ISSN: 2378-3923
Article
Determining the Measurement Quality of a Montessori High School Teacher Evaluation Survey
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 3, no. 1
Date: 2017
Pages: 30-44
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET), implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori schools. The Montessori high school community needs an SET that has been rigorously examined for measurement issues. The examined SET was developed by a Montessori high school, and the sample data were collected from Montessori high school students. Using a Rasch partial credit model, the results of the analysis identified several measurement issues, including multidimensionality, misfit items, and inappropriate item difficulty levels. A revised version of the SET underwent the same analysis procedure, and the results indicated that measurement issues persisted. The authors suggest several ways to improve the overall measurement quality of the instrument while keeping the Montessori foundation. Additional validation studies with a revised version of the SET will be needed before the instrument can be endorsed for full implementation in a Montessori setting.
Language: English
ISSN: 2378-3923
Article
Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 5, no. 2
Date: 2019
Pages: 45-56
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Abstract/Notes: Montessori teacher education includes an intensive and ongoing teacher transformation. This experience aids in the development of a clearly defined teacher identity. Research on teacher identity broadly has shown that while such an identity can offer guidance and support, it can also limit teachers and prevent them from exploring other strategies that may support them and, in turn, their students (e.g., Beauchamp & Thomas, 2009; Britzman, 2003; Sumsion, 2002). This effect is problematic when teachers face moments of uncertainty and dilemmas in their teaching practice. As Montessori classrooms become increasingly diverse, teachers may need to adopt identities that are not explicitly defined in Montessori teacher transformation. This review of literature examines components of a Montessori teacher identity and, broadly, the effects of teacher identity as well as elements of antibias and antiracist teacher-identity development that includes inner reflection and an activist approach to teaching.
Language: English
ISSN: 2378-3923
Article
Authentic Montessori: The Dottoressa's View at the End of Her Life Part II: The Teacher and the Child
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 5, no. 1
Date: 2019
Pages: 19-34
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Teacher-student relationships, Teachers
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Abstract/Notes: Part II of this two-part article continues the discussion of what Maria Montessori viewed to be the important components of her educational system. Because she developed the system over her lifetime, we prioritized later accounts when contradictory accounts were found. Whereas Part I focused on the environment, Part II examines the second and third components of the Montessori trinity: the teacher and the child. This article includes descriptions of Montessori teacher preparation, children’s developmental stages, and the human tendencies on which Montessori education capitalizes. It ends with child outcomes as described by Dr. Montessori and as shown in recent research, and provides an appendix summarizing features of authentic Montessori described in Part I and Part II.
Language: English
ISSN: 2378-3923
Article
Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 33-45
Montessori method of education, Teachers, Trainings
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Abstract/Notes: The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori’s view that mind and movement are parts of the same entity. This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.
Language: English
ISSN: 2378-3923