Uniwersyteckie Czasopisma NaukoweActing “out-of-the-box” in Montessori teachers’ narratives – research report
DOI:
https://doi.org/10.26881/pwe.2024.58.05Słowa kluczowe:
Montessori, nieszablonowe, kreatywne praktyki edukacyjne, analiza wywiadów, edukacja nauczycieliAbstrakt
In this article the author analyses the situations in which Montessori practitioners experience acting “outside-the-box”. This includes specific “events” in everyday professional practices that are unique, unexpected, somehow special, and therefore do not have any previously prescribed solutions or scenarios. Based on semi-structured, qualitative individual interviews analysis the author outlines the occurrences (usually child initiated) that invite Montessori teachers to “leave” well--known routines, explicitly described procedures and perhaps even the zone of comfort. One of the main results of the research is quite paradoxical. A teacher wanting to act “out-of-the-box”, needs to be consistent with one of the most important Montessori principles, which is following the child. In this sense, Montessori pedagogy can be seen as an open and educational system, inviting various interpretations, and promoting creativity, critical engagement, and innovation, rather than strict rules, clear and reliable methods, or precise techniques mastered during various teacher training courses.
Downloads
Bibliografia
Abernathy D.J. (1999), Thinking outside the evaluation box. “Training & Development”, 53(2).
Andrisano Ruggieri R., Iervolino A., Mossi P., Santoro E., Boccia G. (2020), Instability of Personality Traits of Teachers in Risk Conditions due to Work-Related Stress. “Behavioral Sciences”, 10(5).
Atkinson E. (2004), Thinking outside the box: An exercise in heresy. “Qualitative Inquiry”, 10(1).
Aziz F., Quraishi U. (2017), Effects of Political Instability on Teachers’ Work Decorum in Pakistani Universities: A Teachers’ Perspective. “Pakistan Vision”, 18(1).
Baker K. (2001), The second plane of development (6–12 years). “Optimal Developmental Outcomes”, 26(1).
Bavli B., Uslu Kocabaş H. (2022), The Montessori Educational Method: Communication and Collaboration of Teachers with the Child. “Participatory Educational Research”, 9(1).
Beatty B. (2011), The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All. “Teachers College Record: The Voice of Scholarship in Education”, 113(3).
Bell N. (1991), Early Childhood Teachers’ Theories in Practice: What Do Teachers Believe? Proceedings of: Fifth Early Childhood Convention, Dunedin, New Zealand.
Boge K. (2013), Learning to think “outside the box”. “Interdisciplinary Studies Journal”, 3(2).
Bray B., McClaskey K. (2012), Personalization vs. Differentiation vs Individualization. http://Education.Ky.Gov/School/Innov/Documents/BB-KM-Personalizedlearningchart-2012.pdf, 12.10.2013.
Brehony K.J. (2000), Montessori, individual work and individuality in the elementary school classroom. “History of Education”, 29(2).
Christensen O. (2016), Proving Montessori: Identity and Dilemmas in a Montessori Teacher’s Lived Experience. “Journal of Montessori Research”, 2(2).
Christensen O. (2019), Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity. “Journal of Montessori Research”, 5(2).
Damore S., Rieckhof B. (2021), Leading Reflective Practices in Montessori Schools. “Journal of Montessori Research”, 7(1).
Darn S. (2006), Thinking outside the Teacher’s Box. Online Submission. https://files.eric.ed.gov/fulltext/ED493025.pdf, access date: 25.09.2024.
Dingli S. (2008), Thinking outside the box: Edward de Bono’s lateral thinking. In: T. Rickards, M.A. Runco, S. Moger (eds.), The Routledge companion to creativity. Routledge, New York.
Dodd-Nufrio A.T. (2011), Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations. “Early Childhood Education Journal”, 39.
Efe M., Ulutas I. (2022), Beyond teaching: Montessori education initiatives of public preschool teachers in Turkey. “Educational Research for Policy and Practice”, 21(3).
Elpidorou A. (2014), The bright side of boredom. “Frontiers in Psychology”, 5.
Ender D., Ozcan D. (2019), Self-Efficacy Perceptions of Teachers on Using the Montessori Method in Special Education in North Cyprus. “Cypriot Journal of Educational Sciences”, 14(4).
Feng X., Behar-Horenstein L. (2019), Maximizing NVivo utilities to analyze ppen-ended responses. “The Qualitative Report”, 24(3).
Grazzini C. (2004), The four planes of development. “The NAMTA Journal”, 29(1).
Green R.E. (2022), Examining adolescent voices in urban montessorianism within the third plane of development. “Electronic Theses and Dissertations”, 3802.
Haines A.M. (n.d.), The First Plane of Development (0–6 years). “Optimal Developmental Outcomes”, 3.
Jacques D.N. (2021), Using MAXQDA in ethnographic research: An example with coding, analyzing, and writing. In: M.C. Gizzi, S. Rädiker (eds.), The practice of qualitative data analysis: Research examples using MAXQDA. MAXQDA Press, Berlin.
Kahn D. (n.d.), The Third Plane of Development (12–18). “Optimal Developmental Outcomes”, 28.
Korsgaard M.T., Zamojski P. (2023), Conversing with Friends or (Higher) Education Beyond the Logic of Production. “Studies in Philosophy and Education”, 42(4).
Kvale S. (1996), InterViews: An Introduction to qualitive research interviewing. Sage, Thousand Oaks–London–New Delhi.
Kvale S., Brinkmann S. (2009), Interviews: Learning the craft of qualitative research interviewing. Sage, Thousand Oaks.
Lewis T.E. (2013), On study: Giorgio Agamben and educational potentiality. Routledge, London– New York.
Lillard A.S. (2012), Preschool Children’s development in classic Montessori, supplemented Montessori, and conventional programs. “Journal of School Psychology”, 50(3).
Lillard A.S. (2013), Playful learning and Montessori education. “The NAMTA Journal”, 38(2).
Lillard A.S., Heise M.J. (2016), An intervention study: Removing supplemented materials from Montessori classrooms associated with better child outcomes. “Journal of Montessori Research”, 2(1).
Lord R.G., Emrich C.G. (2000), Thinking outside the box by looking inside the box: Extending the cognitive revolution in leadership research. “The Leadership Quarterly”, 11(4).
Malm B. (2004), Constructing professional identities: Montessori teachers’ voices and visions. “Scandinavian Journal of Educational Research”, 48(4).
Martön F. (1986), Phenomenography – a research approach to investigating different understanding of reality. “Journal of Thought”, 21(3).
McDonald W. (2019), The transformative potential of boredom. In: J.R. Velasco (ed.), Boredom Is in Your Mind: A Shared Psychological-Philosophical Approach. Springer, Cham.
McLean J. (2007), The art of thinking outside the box. “Manager”, 16.
Murray A.K., Brown K.E., Barton P. (2021a), Montessori Education at a Distance. Part 1: A Survey of Montessori Educators’ Response to a Global Pandemic. “Journal of Montessori Research”, 7(1).
Murray A.K., Brown K.E., Barton P. (2021b), Montessori Education at a Distance. Part 2: A Mixed--Methods Examination of Montessori Educators’ Response to a Global Pandemic. “Journal of Montessori Research”, 7(1).
Palmer L.A. (1912), Montessori and Froebelian materials and methods. “The Elementary School Teacher”, 13(2).
Raffaelli Q., Mills C., Christoff K. (2018), The knowns and unknowns of boredom: A review of the literature. “Experimental Brain Research”, 236.
Rathunde K., Csikszentmihalyi M. (2005), The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. “The Elementary School Journal”, 106(1).
Richardson J.T.E. (1999), The Concepts and Methods of Phenomenographic Research. “Review of Educational Research”, 69(1).
Siswanto I.L., Kuswandono P. (2020), Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers. “Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL)”, 5(1).
Slovacek M., Minova M. (2021), Training of undergraduate preschool teachers in Montessori education in Slovakia and the Czech Republic. “Research in Pedagogy”, 11(1).
Takahashi S. (2011), Co-constructing efficacy: A “communities of practice” perspective on teachers’ Efficacy Beliefs. “Teaching and Teacher Education”, 27(4).
Tetzlaff L., Schmiedek F., Brod G. (2021), Developing personalized education: A dynamic framework. “Educational Psychology Review”, 33.
Tsangaridou N., O’Sullivan M. (2003), Physical education teachers’ theories of action and theories--in-use. “Journal of Teaching in Physical Education”, 22(2).
Weisberg R.W. (2009), On “out-of-the-box” thinking in creativity. In: A.B. Markman, K.L. Wood (eds.), Tools for Innovation. New York, Oxford University Press.
Wood E., Bennett N. (2000), Changing theories, Changing practice: Exploring early childhood teachers’ professional learning. “Teaching and Teacher Education”, 16(5–6).
Woods M., Rosenberg M.E. (2016), Educational tools: Thinking outside the box. “Clinical Journal of the American Society of Nephrology”, 11(3).
Zamojski P. (2023), Studying with a teacher: Education beyond the logic of progress. “Journal of Philosophy of Education”, 57(6).
Zhao W., Ford D.R., Lewis T.E. (2020), A global dialogue on learning and studying. “Studies in Philosophy and Education”, 39.
