Montessori Education at a Distance, Part 1: A Survey of Montessori Educators' Response to a Global Pandemic

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Autor/inn/en	Murray, Angela K.; Brown, Katie E.; Barton, Patricia
Titel	Montessori Education at a Distance, Part 1: A Survey of Montessori Educators' Response to a Global Pandemic
Quelle	In: Journal of Montessori Research, 7 (2021) 1, S.1-29 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Schools; Teacher Attitudes; COVID-19; Pandemics; Montessori Method; Experiential Learning; School Closing; Distance Education; Early Childhood Teachers; Elementary School Teachers; Teaching Methods; Videoconferencing; Learning Activities; Parents as Teachers; Individualized Instruction; Educational Environment; Teacher Expectations of Students; Natural Resources; Decision Making; Instructional Materials; Peer Teaching; Conflict Resolution; Classroom Environment; Goal Orientation; Parent Role; Integrated Curriculum; Manipulative Materials; Interdisciplinary Approach; Accessibility (for Disabled); Cooperative Learning; Self Esteem; Social Media; Meetings + Suchen Sie Ihr Suchwort? Montessori-Schule; Lehrerverhalten; Montessori pedagogics; Montessori-Pädagogik; Experiental learning; Erfahrungsorientiertes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Individualisierender Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natural Ressource; Natürliche Ressource; Decision-making; Entscheidungsfindung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Peer group teaching; Peer Group Teaching; Conflict solving; Konfliktlösung; Konfliktregelung; Klassenklima; Unterrichtsklima; Zielorientierung; Zielvorstellung; Parental role; Elternrolle; Hilfsmittel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Accessibility; Zugänglichkeit; Kooperatives Lernen; Self-esteem; Selbstaufmerksamkeit; Soziale Medien; Meeting; Tagung
Abstract	The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents' and caregivers' involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children. [For "Montessori Education at a Distance, Part 2: A Mixed-Methods Examination of Montessori Educators' Response to a Global Pandemic," see EJ1310533.] (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	2024/1/01