Investigation of the effect of the Montessori educator training program on educators' competencies regarding Montessori approach
Keywords:
Montessori eğitimi, Montessori yaklaşımı, Montessori eğitimcisi, Montessori eğitimcisinin nitelikleriAbstract
The research was conducted with 56 educators (28 experimental and 28 control group) in order to evaluate the effect of the Montessori Educator Training Program (METP) on the competencies of the Montessori approach. The research was carried out in experimental design. In experimental process, the METP was applied to the experimental group. Findings revealed that there was no significant difference between the pretests of groups; but also a significant difference between the posttests. And it’s also showed that there is a significant difference; however, there was no significant difference between the pretest and posttests of control group. These findings showed that Program is effective on the thoughts, feelings and behaviors related to Montessori philosophy. Findings, it can be suggested that the trainings should be disseminated and that the trainings should be given by people who have knowledge of Montessori philosophy and practice and who have received training from international organizations.
References
Aghajani, F. & Saheli, H. (2020). Effects of Montessori Teaching Method on Writing Ability of Iranian Male and Female EFL Learners. Journal of Practical Studies in Education, 2(1), 8-15.
AMI (2021). Montessori Educators. Erişim Adresi: https://montessori-ami.org/about-montessori/montessori-educators Erişim Tarihi: 25.10.2021.
Ansari, A., & Winsler, A. (2020). The long-term benefits of Montessori pre-K for Latinx children from low-income families. Applied Developmental Science, doi.org/10.1080/10888691.2020.1781632, Erişim Tarihi: 25.10.2021.
Aral, N., Yıldız Bıçakçı, M., Yurteri Tiryaki, A., Çetin Sultanoğlu, S. & Şahin, S. (2015). Montessori Eğitiminin Çocukların Gelişimine Etkisinin İncelenmesi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Araştırmaları Dergisi, 1(1), 32-52.
Atlı, S., Korkmaz, M., Taştepe, T., & Köksal-Akyol, A. (2016). Montesori yaklaşımının uygulandığı okullarda görev yapan öğretmenlerin Montessori yaklaşımına ilişkin görüşleri, Eurasian Journal of Educational Research, 66, 123-138.
Basargekar, A., & Lillard, A. S. (2021). Math achievement outcomes associated with Montessori education. Early Child Development and Care, 191 (7-8), 1207-1218.
Brown-Joseph, L. A. (2010). Public Montessori educational instructional practices: A deeper look into accountability. (Doctoral dissertation). Retrived from ProQuest (3412471).
Buldur, A & Gokkus, İ. (2021). The Effect of Montessori Education on the Development of Phonological Awareness and Print Awareness. Research in Pedagody, 11(1), 264-277.
Budish, D. (2020). The Effects of Connecting Rituals on Verbal Conflicts in the Montessori Preschool Classroom. Retrieved from Sophia, the St. Catherine University repository. Erişim Adresi: https://sophia.stkate.edu/maed/363. Erişim Tarihi: 25.10.2021.
Büyüköztürk, Ş. (2015). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Anı Yayınları.
Büyüköztürk, Ş., Kılıç, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
Christensen, O. (2019). Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity. Journal of Montessori Research, 5(2), 45-56.
Cossentino, J. (2009). Culture, Craft, & Coherence: The Unexpected Vitality of Montessori Teacher Training. Journal of Teacher Education, 60(5), 520–527
Courtier, P., Gardes, M. L., Van der Henst, J. B., Noveck, I. A., Croset, M. C., Epinat‐Duclos, J., Leone, J. & Prado, J. (2021). Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System. Child Development, 92(5), 2069–2088.
Çakıroğlu Wilbrandt, E. (2019). Montessori Yöntemi. İstanbul: Final Kültür Sanat Yayınları.
Danner, N. & Fowler, S. (2015). Montessori and non-Montessori early childhood teachers’ attitudes towards inclusion and access. Journal of Montessori Research, 1(1), 28-41.
Değirmenci, G.Y., Kaymaz-Küçük, Ç, & Demircioğlu, H. (2018). What does it mean to be a montessori teacher and why is it preferred? Journal of Child and Development, 2(2), 39-50.
Denervaud, S., Fornari, E., Yang, X.F., Hagmann, P., Immordino-Yang, M.E. & Sander, D. (2020). An fMRI study of error monitoring in Montessori and traditionally-schooled children. NPJ science of learning, 5(1), 1-10.
Denervaud, S., Knebel, J. F., Hagmann, P., & Gentaz, E. (2019). Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education. PLoS One, 14(11), e0225319. doi:10.1371/journal.pone.0225319
Dereli, E. (2017). Montessori eğitim programının çocukların psikososyal gelişimlerine ve sosyal problem çözme becerilerine etkisinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 135-153.
Dereli İman, E., Danışman, Ş., Akın Demircan, Z., & Yaya, D. (2019). The effect of the Montessori education method on preschool children’s social competence, behaviour and emotion regulation skills. Early Child Development and Care, 189(9), 1494–1508.
Ervin, B., Wash, P. D., & Mecca, M. E. (2010). A 3-year study of self-regulation in Montessori and non-Montessori classrooms. Montessori Life, 22(2), 22–31.
Fernandez, E. F. (2007). Orientación professional del docente a partir de la investigacionacción. Caso: construcción de un projecto de formación en valores. Revista Educación, 31(2), 111-125.
Fitch-Elasic, V. A. (2015). Improving Montessori Teacher Effectiveness through a School-University Partnership (Doctoral dissertation). Retrived from ProQuest (3733632).
Güven, Y., Gültekin, C. & Dedeoğlu, A.B. (2020). Comparison of sudoku solving skills of preschool children enrolled in the montessori approach and the national education programs. Journal of Education and Training Studies, 8(3), 32-47.
Hunt-Hagen, C. L. (1997). The effects of Montessori teacher training on classroom teaching skills: The public Montessori teachers' perspective. (Doctoral dissertation). Retrived from ProQuest (302366).
Johnson, L. B. (2019). A Developmental Psychological Analysis of a Montessori Environment. Erişim Adresi: https://www.researchgate.net/publication/333506926 Erişim Tarihi: 25.10.2021.
Kayılı, G. (2018). The effect of Montessori method on cognitive tempo of kindergarten children. Early Child Development and Care, 188(3), 327-335.
Kayılı, G. & Arı, R. (2011). Examination of the Effects of the Montessori Method on Preschool Children's Readiness to Primary Education. Educational Sciences: Theory and Practice, 11(4), 2104-2109.
Kayılı, G., & Arı, R. (2016). The Effect of Montessori Method Supported by Social Skills Training Program on Turkish Kindergarten Children's Skills of Understanding Feelings and Social Problem Solving. Journal of Education and Training Studies, 4(12), 81-91.
Korkmaz, E. (2015). Montessori Metodu. Siyam Yayınları, İstanbul.
Kuşcu, Ö, Bozdaş, Y., & Yıldırım Doğru, S. S. (2014). Evaluation of the effect of Montessori education in taking responsibility, waiting for turns, and skills on completion of started tasks. Journal of Values Education, 12, 307–322.
Lillard A. S. (2005). Montessori: The Science Behind the Genius. Oxford University Press, New York.
Lillard, A. & Else-Quest, N. E. (2006). Evaluating Montessori Education. Science, 313(5795), 1893-4.
Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers Education, 8, 1783.
Malm, B. (2004). Constructing Professional identities: Montessori teachers' voices and visions. Scandinavian journal of educational research, 48(4), 397-412.
Montessori, M. (1912). Montessori Method. New York: Frederick A. Stokes Company.
Montessori, M. (2009). The Discovery of Child. Amsterdam: Montessori-Pierson Publishing Company.
Montessori, M. (2014a). The Child in the Family. Amsterdam: Montessori-Pierson Publishing Company.
Montessori, M. (2014b). The Absorbent mind. Amsterdam: Montessori-Pierson Publishing Company.
Montessori, M. (2015). The 1946 London Lectures. Amsterdam: Montessori-Pierson Publishing Company.
Nourozi, M., Hashemi, S. A., Ranjbar, M., Kargar, M., & Behrouzi, M. (2020). The effect of Montessori educational method on the academic self-efficacy of preschool children in Bushehr. Medical Journal of Mashhad University of Medical Sciences, 63(4). DOI: 10.22038/MJMS.2020.18471, Erişim Tarihi: 25.10.2021.
Somuncu, B., & Aslan, D. (2021). Effect of coding activities on preschool children’s mathematical reasoning skills. Education and Information Technologies, Erişim Adresi: https://doi.org/10.1007/s10639-021-10618-9, Erişim Tarihi: 25.10.2021.
Toran, M. (2014). Steiner Pedagojisi ve Waldorf Okulları. İçinde: Her Yönüyle Okul Öncesi Eğitim 7, Okul Öncesi Eğitimde Alternatif Yaklaşımlar. Ed: F. Temel. 18-42. Ankara: Hedef CS Yayıncılık.
Ulutaş, İ. & Tutkun, C. (2014). Montessori Eğitim Yöntemi ve Uygulama Örnekleri. İçinde: Her Yönüyle Okul Öncesi Eğitim 7, Okul Öncesi Eğitimde Alternatif Yaklaşımlar. Ed: F. Temel. 44-72. Ankara: Hedef CS Yayıncılık.
Veneziano L. & Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
Yıldırım Doğru, S. S. (2009). Özel Eğitimde Kullanılan Alternatif Programlar (Montessori Yaklaşımı). TÜBAV Bilim Dergisi, 2(1), Erşim Adresi: https://dergipark.org.tr/en/pub/tubav/issue/21514/614971, Erişim Tarihi: 25.10.2021.
Yıldız, F. Ü., & Çağdaş, A. (2019). The effects of Montessori training program for mothers on mathematics and daily living skills of 4-5 year-old Montessori children. Erken Çocukluk Çalışmaları Dergisi, 3(2), 278-299.
Yiğit, T., & Kabadayı, A. (2020). Comparison of The Attitudes of Acquiring Number Concept of The Children Exposed To Traditional and Montessori Methods in Preschool Educational Institutions. International Journal of Quality in Education, 4(1), 64-82.
Yurdakul, H. (2005). Ölçek Geliştirme Çalışmalarında Kapsam Geçerliği için Kapsam Geçerlik İndekslerinin Kullanılması. Erişim Adresi: http://yunus.hacettepe.edu.tr/~yurdugul/3/indir/PamukkaleBildiri.pdf Erişim Tarihi: 07.07.2020
Yurdakul, H. & Bayrak, F. (2012). Ölçek geliştirme çalışmalarında kapsam geçerlik ölçüleri: Kapsam geçerlik indeksi ve Kappa istatistiğinin karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 2, 264-271.
Yurteri Tiryaki, A., Fındık, E., Çetin Sultanoğlu, S., Beker, E., Yıldız Bıçakçı, M., Aral, N. & Özdoğan Özbal, E. (2021). A study on the effect of Montessori Education on self-regulation skills in preschoolers, Early Child Development and Care, 19(7-8), 1219-1229.
Published
How to Cite
Issue
Section
Copyright (c) 2022 Journal of Early Childhood Studies
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
