Abstract/Notes: This essay examines the how’s why’s and what for’s of Montessori teacher training. Treating the Montessori system as an illuminating case of alternative teacher preparation, three concepts common to the lexicon of teacher education - culture, craft, and coherence - are explored in detail. Drawing both from both mainstream teacher education research and ethnographic studies of Montessori teacher training, the essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.

Language: English

DOI: 10.1177/0022487109344593

ISSN: 0022-4871

Abstract/Notes: In 2002 the term “dispositions” entered the vocabulary of teacher education with a vengeance when the National Council for Accreditation of Teacher Education (NCATE) added the concept to its inventory of required standards. Teacher education programs across the country developed lists of professional dispositions that their graduates should attain based on NCATE provided guidelines. Caring, fairness, honesty, responsibility, and social justice were values included in NCATE suggestions; these values were emphasized and, subsequently, assessed in teacher education programs. Students who were found lacking in these traits were counseled out of education programs or given unsatisfactory grades, at least at some institutions. A few of the affected students objected to their treatment, and local administrators heard their complaints. Controversy at the local level quickly accelerated to national stories as conservative-leaning newspapers like the New York Post, and conservative commentators like George Will, brought to the attention of the American public what they viewed as the latest round in American culture wars.

Language: English

ISSN: 1935-7699

Abstract/Notes: The training of early childhood development and education (ECDE) teachers in Kenya remains a priority in recognition of the vital role well-trained professionals play in the quality of early childhood experiences for children ages 0+ to 5+. This article provides a detailed overview of the current structure and training of ECDE professionals, including pedagogical strategies and curricular guidelines. Specific attention is given to the Ministry of Education, Science and Technology's intersectoral framework for stakeholders and the holistic, child-centered, multidimensional approach to coordinated early childhood development and education. A cross-section of challenges to training ECDE teachers and recommendations are offered.

Language: English

DOI: 10.1080/10901020903084256

ISSN: 1090-1027

Abstract/Notes: The study described below compares the goals, beliefs, practices and training of early childhood educators from three different origins: Montessori, Traditional and the Association of Playgroups (PPA), and reports practice of a research in progress. The information was gathered by means of a questionnaire which was sent to early childhood practitioners and which covers various subjects such as reading, writing, arithmetic, free choice, accessible activities, scoring, role played and commitment of parents. There was consensus on the main goals of early childhood practitioners, but many differences emerged between groups for beliefs, practice and training. The importance of high quality training for early childhood practitioners has been demonstrated. The Traditional group appeared to have the highest level of training and the practice is more often than not to maintain contact with current research more than the other two Montessori and PPA groups.

Language: English

DOI: 10.1007/BF03174924

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Education is the basic necessity to any society. According to a Tamil poet, the deeper we dig, the more we discover. The role of teacher also involves the character building of the taught apart from designing and implementation of the curriculum. Teachers cause desirable and anticipated revolution in the society silently. In short, a teacher inspires and shapes the destiny of the nation in class rooms. Realizing the above facts, the teaching profession is considered as the noblest profession in India. Ethiopian Journal of Education and Sciences Vol. 3 (1) 2007: pp. 97-102

Language: English

DOI: 10.4314/ejesc.v3i1.42001

ISSN: 1998-8907

Abstract/Notes: WHAT IS 'MONTESSORI'? To some the word 'Montessori' sounds Italian, vaguely familiar but unclear. To some teachers it is perhaps a name from their training days - a little old fashioned - or one of those schools where children do as they please - or where the children are so strictly controlled they are not allowed to play or is it about 'nurturing the little babe in your arms'? As a mainstream teacher, I came to Montessori when my own children attended a Montessori kindergarten - the only playgroup in my new home town with vacancies...

Language: English

DOI: 10.1007/BF03174262

ISSN: 0020-7187, 1878-4658

Abstract/Notes: This article describes in some detail the Indian National Education Policy of 1986 which proposes a multifaceted approach to the training of personnel working with preschool children and their families. The magnitude of the challenges for current and training staff is discussed and some innovative programs for young children are presented in detail. Consideration is given to the nature of the training required to put these programs into practice in a country as diverse as India. There are many different programs designed to enable staff, many of whom have received only short periods of training, to execute the content based on basic child development knowledge. In all program modalities, the emphasis is on an integral approach that includes educational activity in health care, and if necessary a food supplement if necessary. Each type of program is designed to meet a specific need. In some projects, such as Anganwadi and Crèches Mobiles, basic staff training is supervised and extended by formally trained project managers, whose task is to engage staff in on-the-job training, at the same time. as their knowledge and understanding grows. This article shows how the service manages to employ staff from extremely diverse backgrounds and educational backgrounds. [Cet article décrit de façon assez détaillée la Politique Educative Nationale Indienne de 1986 qui propose une approche à multiples facettes de la formation du personnel travaillant avec les enfants d’âge préscolaire et leurs familles. On discute de l’ampleur des défis relatifs au personnel en fonction et en formation et on présente en détail quelques programmes innovateurs pour jeunes enfants. On considère la nature de la formation nécessaire pour la mise en pratique de ces programmes dans un pays aussi vaste divers que l’Inde. Il existe beaucoup de programmes différents concus pour permettre aux personnels, dont beaucoup n’ont reçu que de courtes périodes de formation, d’en exécuter le contenu à partir de connaissances de base du développement de l’enfant. Dans toutes les modalités de programme, l’accent porté sur une approche intégrale qui englobe l’activité éducative dans les soins d’ordre sanitaire, et au besoin un supplément alimentaire si nécessaire. Chaque type de programme est élaboré pour répondre à un besoin spécifique. Dans certains projets, comme ceux d’Anganwadi et des Crèches Mobiles, la formation de base du personnel est supervisée et étendue par des responsables de projet officiellement formés, dont la tâche consiste à engager le personnel dans une formation en cours d’emploi, au fur et à mesure que leurs connaissances et leur compréhension se développent. Cet article montre comment le service arrive à employer des personnels dont l’origine et l’expérience éducative sont extrêmement diverses. / Este artículo describe con basante detalles la Política Educativa Nacional de la India en 1986 que propone enfoques con múltiplos aspectos al problema de la formación del personal trabajando con niños de edad preescolar y sus familias. Se discute de la amplitude de los desafíos relativos al personal empleado y en periodo de formación, y se presenta con detalles algunos programas innovadores para niños pequeños. Se considera la naturaleza de la formación necessaria para poner en práctica esos programas en un país tan grande y tan variado como la India. Hay muchos programas que permiten a los distintos personales, entre los cuales hay muchos que han tenido solo cortes períodos de formación, de efectu su contenido partiendo de conocimientos básicos sobrer el desarollo del niño. En todas las versiones, se ha puesto el énfasis sobre enfoque integral, incluiendo actividad educativa con atención sanitaria y un suplemento alimenticio donde es necesario. Cada tipo de programa fue elaborado para responder a una necasidad específica. En algunos proyectos, como Anganwadi o Creches Moviles, la formación de base del personal está supervisada y ampliada por responsables del proyecto oficialmente preparados, cuya tarea es de comprometer el personal en una formación continua, a medida que se desarollen sus conocimientos y su comprensión. Este artículo demuestra como el servicio llega a emplear personas de experiencia educativa y origen muy distintos.]

Language: English

DOI: 10.1007/BF03175503

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Intellectual disability is a serious lifelong disability that places heavy demands on society and the health system. The study was designed to determine the extent to which the intellectually challenged children are capable of improving their cognitive abilities as well as adaptive functioning through the Montessori Sensorial Training program when introduced in a different setting (i.e. special education school system). With randomised control trial (RCT) of pre-and post-testing, 30 children with mild intellectual disabilities were randomly allocated to Montessori Sensorial Training intervention condition (n = 15) and waitlist control condition (n = 15). The intervention group showed significant improvement in cognitive abilities (i.e. classification, seriation, recognition, ordination, and visual and auditory discrimination) as compared to the control group at post-assessment. Children who received training also showed improvement in communication and self-care domain as compared to the control group. This study provides evidence that Montessori Sensorial Training is not only effective for children going to mainstream schools but also for children with intellectual disabilities. Despite some limitations, the results of the study are encouraging and suggesting that Montessori Sensorial Training is an effective intervention to facilitate self-based learning, independence, and decision-making skills in children with mild intellectual disabilities.

Language: English

DOI: 10.1080/1034912X.2021.2016657

ISSN: 1034-912X

Abstract/Notes: The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model...

Language: English

DOI: 10.12973/eu-jer.9.3.1223

ISSN: 2165-8714

Language: English

DOI: 10.24130/eccd-jecs.1967201932142

ISSN: 2564-7601