The founder of Montessori education, Maria Montessori, had an important impact on the development of the field of education across all stages of the educational system. Pedagogy, which is based on the autonomy and independence of a learner, the importance of creating a supportive environment, and the personalisation of the teaching material, focusing on the individual and their wholesome development, impacts the work, role and duties of the teacher.
This thesis explores the work of teachers in Montessori schools and highlights their encountered challenges. The theoretical part of this thesis presents the main features of Montessori education, such as the individual’s active role in the learning process, personalisation, the development of autonomy and independence, a wholesome development, the importance of a carefully established learning environment, Montessori materials, etc.
It then presents the primary school stage in the context of Montessori pedagogy and introduces the role of the learner, educator, and the environment in the process of learning. While the learner is an active participator in the learning process, the teacher seemingly assumes a more passive role. The teacher’s role is to support the pupil’s wholesome development, establishing a supportive learning environment, guiding the pupil in following their internal drive, etc. The teacher is an observer. The empirical part of the paper researches the specifics of a Montessori educator’s work with the help of teacher interviews. Here, these teachers’ duties are explored, focusing on how teachers prepare for a lesson, how they observe and integrate new didactic techniques, and adapt the teaching material to an individual’s needs. The research revealed that teachers plan together in a team on an annual and weekly basis. The teachers plan weekly presentations of materials regarding all subjects, which they then adapt and personalise to the individuals in their classrooms. They integrate the Montessori materials according to the steps introduced by Maria Montessori. During class, the teachers’ observations can be either spontaneous or planned. They use these observations, student self-evaluation, and discussions to adapt their lessons. The final part addresses the challenges the teachers encounter. These challenges include efficiently performing their duties, working with special needs pupils, and engaging with parents. According to the teachers, Montessori training has prepared them well for their pedagogical work.
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