Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity

Autor/in	Christensen, Olivia
Titel	Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity
Quelle	In: Journal of Montessori Research, 5 (2019) 2, S.45-56 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Professional Identity; Montessori Method; Teaching Methods; Teacher Education; Transformative Learning; Racial Bias; Activism; Reflection; Ethics; Moral Values; Self Concept; Educational Philosophy; Social Attitudes; Early Childhood Education; Preschool Teachers + Suchen Sie Ihr Suchwort? Montessori pedagogics; Montessori-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Pädagogische Transformation; Racial discrimination; Rassismus; Aktivismus; Politischer Protest; Ethik; Moral value; Ethischer Wert; Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Social attidude; Soziale Einstellung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	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. (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01