Language: English, French, German

DOI: 10.5169/seals-330152

ISSN: 1663-0629

Language: Polish

ISSN: 1895-6297

Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Abstract/Notes: In the industry of didactic teaching materials, Montessori material has been established in a significant way as a possibility of providing children with different tools, so that they learn better and without trauma the contents of the school subject that culturally has been considered of greatest difficulty: mathematics. This reflection paper, derived from the review of the field, aims to make an analysis of the material within the framework of the scientific pedagogy method proposed by María Montessori at the beginning of the 20th century, emphasizing its specific contribution to the learning of mathematics in preschool children and in elementary school. The material used in the segments of practical life and sensory life will be reviewed, as well as deepen into the specialized material for the development of the mathematical mind, to show how the proposal of María Montessori’s method supposes an opportune path to take the children from the concrete representations of mathematical objects to the elevation of the min —that allows them to build abstractions—. Finally, a dialogue is established about the validity of Montessori’s material in the school from research that has promoted its use in mathematics classrooms, and the possibility of including the material in the training of mathematics teachers to strengthen their didactic knowledge is highlighted.

Language: Spanish

DOI: 10.17227/pys.num58-17295

ISSN: 2500-6436, 0121-2494

Abstract/Notes: The purposes of this study are to determine the views of teachers about Montessori science education, to discuss the Montessori approach in detail and make suggestions in this regard. The study was designed as a case study which is a qualitative research method. The participants were selected based on the criterion sampling method that is a purposive sampling method. In this regard, 7 upper elementary teachers and 8 middle school science teachers who are trained in Montessori teacher education programs participate in the study. Data is collected through a semi-structured interview. The collected data is analyzed with content analysis and descriptive analysis techniques from qualitative data analysis techniques. Findings suggest that the Montessori approach encourages children to work freely throughout the entire education but expects them to be responsible for their education. To achieve this, the learning environment, the teaching methods and techniques, and the assessment and evaluation methods take a highly flexible structure. This flexible structure of the approach allows individualization for each child. From the teachers' point of view, it is understood that the Montessori approach focuses on providing a nurturing environment where each child is respected and encouraged, where social interaction is intense, rather than focusing on academic education. In light of these findings, some suggestions for the implementation of the approach are presented. / Bu araştırmanın amacı, Montessori fen eğitimine ilişkin öğretmenlerin görüşlerini belirlemek, bu görüşler doğrultusunda Montessori yaklaşımını detaylı bir şekilde ele almak ve bu konuda önerilerde bulunmaktır. Çalışma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiştir. Katılımcılar, amaçlı örnekleme türlerinden ölçüt örnekleme göre belirlenmiştir. Bu doğrultuda araştırmaya uluslararası Montessori eğitmen eğitimi programlarına katılmış 7 ilkokul ikinci kademe (4,5 ve 6.sınıf) sınıf öğretmeni ve 8 ortaokul (7 ve 8.sınıf) fen bilgisi öğretmeni dâhil edilmiştir. Veriler yarı yapılandırılmış görüşme formuyla toplanmıştır. Toplanan verilerin analizinde nitel veri analiz tekniklerinden içerik analizi ve betimsel analiz kullanılmıştır. Bulgular Montessori yaklaşımının; çocukların tüm eğitim öğretim sürecinde özgür çalışmalarını teşvik eden fakat onlardan kendi eğitimlerinden sorumlu olmalarını bekleyen, bunu sağlayabilmek için öğrenme ortamını, öğretim yöntem ve tekniklerini ve ölçme ve değerlendirme yöntemlerini son derece esnek bir yapıya büründüren bir yaklaşım olduğunu ortaya koymaktadır. Yaklaşımın bu esnek yapısı her çocuk için bireyselleştirilmesine imkân tanımaktadır. Öğretmenlerin görüşlerinden Montessori yaklaşımının akademik eğitime odaklanmak yerine her çocuğun bireysel farklılıklara saygı duyulan ve teşvik edilen, sosyal etkileşimin yoğun olduğu besleyici bir ortam sağlamaya odaklandığı anlaşılmaktadır. Bu bulgular ışığında yaklaşımın uygulanabilmesine dair bazı öneriler sunulmuştur.

Language: Turkish

Published: Bolu, Turkey, 2019

Abstract/Notes: A través de algunos flash, dar luz a los horizontes del pensamiento pedagógico oculto de María Montessori. En particular, vamos a entregar a los lectores un conjunto de "islas" de su inabissabile inexplorado - porque inmortal - archipiélago de niño de la educación. Reforzar el teorema. En las siguientes líneas, illumineremo una cara de luna Montessori se mantuvo en gran medida en las sombras. Hablamos de su mirada problemática y dialéctico de puntos con pensamientos débiles.

Language: Spanish

ISSN: 2255-0666

Language: German

DOI: 10.5169/seals-312786

Abstract/Notes: The research was conducted with 56 educators (28 experimental and 28 control group) in order to evaluate the effect of the Montessori Educator Training Program (METP) on the competencies of the Montessori approach. The research was carried out in experimental design. In experimental process, the METP was applied to the experimental group. Findings revealed that there was no significant difference between the pretests of groups; but also a significant difference between the posttests. And it’s also showed that there is a significant difference; however, there was no significant difference between the pretest and posttests of control group. These findings showed that Program is effective on the thoughts, feelings and behaviors related to Montessori philosophy. According to the findings, it can be suggested that the trainings should be disseminated and that the trainings should be given by people who have knowledge of Montessori philosophy and practice and who have received training from international organizations. / Montessori Eğitimci Eğitim Programının, eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerine etkisini değerlendirmek amacıyla yapılan araştırma 56 (28 deney ve 28 kontrol) eğitimci ile gerçekleştirilmiştir. Araştırma, ön test son test kontrol gruplu 2x2 faktöriyel desende yürütülmüş, veriler araştırmacılar tarafından geliştirilen Genel Bilgi Formu ve Montessori Eğitimine İlişkin Eğitimci Değerlendirme Anketi ile toplanmıştır. Deneysel süreçte deney grubundaki eğitimcilere 160 saatlik Montessori Eğitimci Eğitimi Programı uygulanmıştır. Araştırma bulguları, deney ve kontrol grubunun ön test puanları arasında anlamlı bir fark olmadığını; bunun yanında son test puanları arasında anlamlı bir fark olduğunu göstermiştir. Deney grubunun ön test ve son test puanları karşılaştırıldığında anlamlı bir fark olduğu; buna karşın kontrol grubunda ön ve son test puanları arasında anlamlı bir fark olmadığı belirlenmiştir. Söz konusu bulgular Montessori Eğitimci Eğitiminin Montessori felsefine ilişkin düşünce, duygu ve davranışlar üzerinde etkili olduğunu göstermiştir. Bulgular ışığında eğitimlerin yaygınlaştırılması, eğitimlerin Montessori felsefesi ve uygulamasına hâkim, uluslararası kuruluşlardan eğitim almış kişiler tarafından verilmesi önerilebilir.

Language: English

DOI: 10.24130/eccdjecs.1967202261383

ISSN: 2564-7601

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1993

ISBN: 3-210-25090-1

Language: English

ISSN: 1071-6246