Perspectives on Montessori| Indigenous Inquiry, Teachers, Dialogue, and Sustainability

• Main Author: Sutton, Ann D.
• Language: EN
• Published: Prescott College 2018
• Subjects: Education|Sustainability
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10746945

<p> This research aimed to deepen understanding about effective Montessori teachers and broaden the context of the topic by examining aligning Montessori theory with Indigenous theory and sustainability theory. The research was guided by an Indigenous research paradigm and involved using appreciative inquiry and tapping into the wisdom of experienced Montessori educators, considered as coresearchers and elders. Using Bohm&rsquo;s dialogue process, six small groups of elders pondered together about the essence of Montessori and their insights about teachers who effectively implement the Montessori concept. The total of 20 coresearchers concluded that the essence of Montessori was when Montessori became a way of life, a process, coresearchers believed, is lifelong. The elders determined effective Montessori teachers are those who can apply the Montessori concept in their classroom. Key attributes of effective Montessori teachers included ability to trust, exercise keen observation skills, and develop mindfulness. One insight offered for teacher educators included allowing more time for adult learners to practice implementation of the theory. For administrators, elders believed that teachers&rsquo; development unfolds just as students&rsquo; and requires in-kind support. Findings help inform prospective and current Montessori teachers, teacher educators, and school administrators. Findings show an alignment between Maria Montessori&rsquo;s educational theory and how it is practiced, reveal the complex nature of the Montessori concept, and indicate Montessori education fosters a sustainability mindset. </p><p>