Beyond teaching: Montessori education initiatives of public preschool teachers in Turkey


Efe M., ULUTAŞ İ.

EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE, vol.21, no.3, pp.375-388, 2022 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 21 Issue: 3
  • Publication Date: 2022
  • Doi Number: 10.1007/s10671-022-09310-7
  • Journal Name: EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus
  • Page Numbers: pp.375-388
  • Keywords: Montessori education, Early childhood teacher, Teacher, Early childhood programs, SCHOOL
  • Gazi University Affiliated: Yes

Abstract

This qualitative study reveals the experiences of teachers who work in public preschools using their initiative and effort to implement Montessori education in their classes. Data were collected from five Montessori-inspired teachers from different cities in Turkey. Study teachers were well known for their Montessori practices. Since they were in different regions, they were interviewed by conference call. The researchers asked them to explain experiences related to difficulties they encountered while applying the Montessori method, as well as the outcomes they obtained. Results showed that despite reactions from their colleagues in terms of material procurement, activities, and teaching styles, they continued to practice the Montessori philosophy. Although this initiative is a difficult process, teachers willingly preparing and using resources and supports effectively can create positive outcomes for the educators, families, and children. The experiences and efforts of the teachers in this study will provide support to new initiating teachers and reveal the need to develop educational policies that support different educational approaches.