Language: English

Language: English

Language: English

Language: English

Abstract/Notes: O objetivo desta pesquisa foi investigar como ocorre o processo de formação de professores para atuar no contexto das propostas pedagógicas Waldorf, Montessori e experiência da Escola da Ponte, com enfoque em cursos de formação para cada uma destas propostas. Os dados foram coletados através da participação da pesquisadora como aluna de cursos de formação para cada uma das propostas, ocorridos nos períodos de 2009 a 2013, trabalho de campo em escolas que adotam as propostas referidas, conversas com professores, sete entrevistas e um questionário, com professores e/ou formadores que atuam ou atuaram nestas propostas. Os dados foram registrados em notas de campo expandidas e as entrevistas foram gravadas em áudio e transcritas. O material foi interpretado e discutido de forma qualitativa, segundo um caráter etnográfico interpretativo. Todo esse processo foi apresentado através de narrativas que revelaram a experiência vivida pela pesquisadora tanto nos cursos de formação quanto nas escolas e, também, discussões que explicitaram como ocorre o processo de formação de professores para atuar nas três propostas, destacando como o ensino de Matemática foi abordado nestas formações. Foi realizada uma reflexão sobre os temas que emergiram. Na proposta Waldorf, destacamos os pressupostos teórico-filosófico-metodológicos que a embasam, o autoconhecimento (conhecimento de si mesmo), as artes e o professor de classe (professor generalista). No método de Maria Montessori salientamos os pressupostos teórico-filosófico-metodológicos que o embasam e sua consequente atualização, a importância da prática/estágio e o autoconhecimento. Na experiência da Escola da Ponte sobressaiu-se a formação centrada na escola (destaque para o círculo de estudos). A pesquisa contribui com discussões para a formação de professores que Ensinam Matemática, apontando, em especial, para a formação interior do professor através do conhecimento de si mesmo, vertente que é considerada nas propostas Waldorf e Montessori. [The aim of this research was to investigate how the process of teacher training occurs to act in the context of the Waldorf, Montessori and Escola da Ponte pedagogical proposals, focusing on training courses for each of these proposals. Data were collected through the participation of the researcher as a student of training courses for each of the proposals, which took place in the periods from 2009 to 2013, fieldwork in schools that adopt the aforementioned proposals, conversations with teachers, seven interviews and a questionnaire, with professors and/or trainers who work or have acted on these proposals. Data were recorded in expanded field notes and interviews were audio-recorded and transcribed. The material was interpreted and discussed qualitatively, according to an interpretive ethnographic character. This entire process was presented through narratives that revealed the experience lived by the researcher both in training courses and in schools, and also discussions that explained how the process of teacher training occurs to act in the three proposals, highlighting how the teaching of Mathematics was addressed in these trainings. A reflection was carried out on the themes that emerged. In the Waldorf proposal, we highlight the theoretical-philosophical-methodological assumptions that underlie it, self-knowledge (self-knowledge), the arts and the class teacher (generalist teacher). In Maria Montessori's method, we emphasize the theoretical-philosophical-methodological assumptions that underlie it and its consequent updating, the importance of practice/internship and self-knowledge. In the experience of Escola da Ponte, education centered on the school stood out (highlight for the study circle). The research contributes to discussions for the formation of teachers who Teach Mathematics, pointing, in particular, to the inner formation of the teacher through self-knowledge, an aspect that is considered in the Waldorf and Montessori proposals.]

Language: Portuguese

Published: São Paulo, Brazil, 2015

Language: English

Published: Northampton, England, 2021

Abstract/Notes: This quantitative causal-comparative research study addresses the question of whether a teacher’s training background is related to a difference in their attitude toward educational technology. This study specifically targeted Montessori Early Childhood Educators during the COVID-19 pandemic and compared their scores on each of nine subscales on the Teacher Attitudes to Computers (TAC) and Teacher Attitudes to Technology (TAT) survey instruments. Participants were recruited from Montessori-specific Facebook groups and were grouped by their own training background, namely face-to-face, blended, and online. In the study, 214 participants took part of which 76 were trained face-to-face, 63 were trained in a blended format, and 64 were trained in an online format. Differences were analyzed using a one-way ANOVA between pairings of each of the three training backgrounds. Differences were found among each of the three groups in terms of their scores on each of the nine subscales of the TAC/TAT, with the widest gap between those who experienced face-to-face training and those who experienced online training. Further research is needed to gain more insight into the specific experiences of Montessori Early Childhood Educators in reference to their attitudes toward technology and their impact on practice during the COVID-19 pandemic and beyond.

Language: English

Published: Lakewood, Colorado, 2022

Abstract/Notes: This study is the present condition of Montessori teacher training in Korea, which was studied on the following sequence and method. the first, Montessori teacher's view is studied on basis of the theoretical back ground of Montessori education. the second, the present condition of Montessori teacher training in America is studied on pre-research material. the third, the present condition of Montessori teacher training in Korea was studied on interview with teacher of Montessori education training center and kindergarten teacher. The results are; 1. The present condition of Montessori teacher training in Korea. (1) There are a number of Montessori teacher training institution in Korea. The one is long Montessori teacher training program style in Seoul area. The other is short Montessori teacher training program style in Taegu area, Jean Ju area, Dae Jeon area. These institutions are not recognized from association of Montessori Internationale. (2) as a wlole, the contents of Montessori teacher training course is executed on the theoretical background of Montessori education, which are not standardized. (3) in the Montessori teacher training program, teaching mechods are group lectures and demonstrations of the Montessori new apparatus. (4) The application fee is too heavy. 2. A proposal (1) Montessori teacher training institution which recognized from association of Montessori internationale must establish in Korea. (2) Montessori teacher training program must be improved to creat children's intellectual stimulation and to utilize teaching tools under the guidance of highly trained Montessori teacher.

Language: Korean

Language: English

Published: [Rochester, New York]: Association Montessori International of the United States (AMI/USA), 1989

Language: English