Abstract/Notes: Montessori learning environments, described as prepared environment, allow children to choose their work freely and construct their own learning. Because the child is in the center and the roles of the teacher differ from the roles of the teachers in traditional schools, the direction of the communication and collaboration between the child and the teacher is determined accordingly. This study aims at examining the practices of Montessori teachers in communication and collaboration with the child. A phenomenological approach was adopted in the study. Purposive snowball sampling was employed to identify 12 Montessori preschool teachers. A focus group interview and semi-structured interviews were used to obtain data. The obtained data were transcribed and analyzed through the content analysis method. The findings were examined under three main themes, which are "the communication of the teacher with the child", "the collaboration between the teacher and the child" and "the difficulties Montessori teachers face in communication and collaboration with the child". The study showed that teachers' communication approach was based on respect for the child. When communicating with the child, teachers adopted a guidance role. However, teachers' practices in communication deviated from Montessori philosophy in case of conflict and undesired behaviors. Support from the child's peers, involving the children in forming class rules, giving children responsibility, and collaboration in learning were the main subjects that maintain collaboration with the child. Besides, study findings indicated that Montessori teachers faced some difficulties in communication and collaboration with the child. The results of this study imply that the communication and collaboration practices of Montessori teachers and the Montessori philosophy are mostly in line but can contradict in some cases.

Language: English

DOI: 10.17275/per.22.24.9.1

ISSN: 2148-6123

Abstract/Notes: The theoretical part of the paper deals with the description of Montessori pedagogy and its outlook on the teacher’s personality. In the application part, it provides the methodology background to the research based on a quantitative content analysis method that deals with academic journals and papers with the subject of pedagogy in general, pre-school, primary education and pedagogy for special educational needs in Slovakia in context of the articles about the Montessori pedagogy as a possible source of an informal education.

Language: Polish

ISSN: 2353-7140, 2353-7159

Abstract/Notes: The essay discusses multicultural teacher education (MTE) of preservice teachers, bigotry or prejudices, and the hermeneutics educational theory of Hans-Georg Gadamer. The authors describe changing teachers' dispositions through transformative learning, the history of hermeneutics, and the philosophy of the other. The authors mention cultural interactions, classroom relationships, and class activities to explore diversity and cultural experiences.

Language: English

ISSN: 8756-6575

Abstract/Notes: The article presented is a qualitative analysis of the early education Freinet and Montessori teachers in relation to their educational practices in the scope of educational constructivism. Understanding constructivism as a metaphor describing process of learning, the authors outline similarities and differences in the conceptions attributed to the processes of learning between the two researched groups of teachers. The results of the analysis show the opposite “direction” of the thematizations. Freinet teachers concentrate on the techniques and then – in their narratives – outline the values related to education whereas Montessori teachers’ narratives are oriented at values and only illustrated with some technological examples. The outcomes of the analysis can be formulated in a form of provisional synthesis: The realization of constructivism in education is not connected so much with so called “active learning techniques” but rather with values, individual and shared axio-educational orientations and the quality of relations between various subjects involved in education. Such a hypothesis leads to the questioning of the tendency according to which teachers’ education should be practical. On the contrary, we claim that such a conception on teachers’ education might be an obstacle to the wide implementation of constructivism in educational practices.

Language: English

DOI: 10.26881/pwe.2020.51.13

ISSN: 1734-1582, 2451-2230

Language: English

ISSN: 1089-5701

Abstract/Notes: In questo contributo vengono presentati gli aspetti caratterizzanti il profilo dell’insegnante montessoriana così come viene definita dalla stessa Maria Montessori in alcuni suoi scritti e comein relazione a esso vada costruita la sua formazione. La maestra montessoriana insegna poco, osserva moltoe soprattutto ha la funzione di organizzare un ambiente idoneo adirigerele attività psichiche dei bambini Essa deve avvicinarsi a essi con umiltà e pazienza, consapevoleche sono loro i protagonisti della loro crescita. Questo atteggiamento si forma non tanto con il possesso diuna cultura pedagogica teorica quanto con l’esperienza dell’osservazione e la supervisione di maestre esperte che aiutano la futura insegnante a sostenere un lungo processo di riflessione interiore e di elevazione spirituale. / En este artículo se presentan los aspectos que caracterizan el perfil del docente, tal y como lo define María Montessori en algunos de sus escritos, y como en relación con el perfil se debe construir su formación. María Montessori afirma que el maestro enseña poco, observa mucho y tiene principalmente la función de organizar un entorno educativo adecuado para desarrollar las actividades psíquicas de los niños. Debe acercarse a ellos con humildad y paciencia, sabiendo que son los protagonistas de su crecimiento. Esta actitud no se forma tanto con la posesión de una teoría de la cultura educativa, sino con la observación y supervisión de maestros expertos que ayudan al futuro maestro a sostener un largo proceso de reflexión interior y elevación espiritual. / In this paper the aspects characterizing Montessori teacher’s profile are presented as they are defined in the Maria Montessori’s writings and how it is built their formation in connection to it. The Montessori teacher teaches little and observes much; she has to arrange a suitable environment to direct the activities of the children, she must approach them with humility and patience, aware that they are the protagonists of their own growth. This attitude derives not so much from a theoretical education culture, but from observation and supervision as well as from the expert teachers who help the future teacher to support a long process of inner reflection and spiritual elevation.

Language: Italian

ISSN: 2255-0666

Language: English

Published: New York, New York: American Montessori Society, 1986

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

Language: English

ISSN: 0140-0460

Abstract/Notes: New York, April 20 — Maria Montessori, originator of the teaching method bearing her name, arrived here yesterday on the Duca Degli Abruzzi, to stay four months in this country. She was accompanied by her young cousin, Mario Montesano. The educator will leave here for California, where she has been engaged by the state board of education to instruct a class of teachers in her methods.

Language: English