Traditional and Montessori Teacher Beliefs: Autonomy Support, Control, and Self-Described Teaching Styles

• In Event: Marriott Roundtable Session Four
  In Roundtable Session: Montessori Education SIG Roundtable (Table 5)

Abstract

Montessori education is characterized by autonomous education, whereas high structure and fewer choice opportunities often depict traditional education. This study examined differences of beliefs of Montessori and traditional teachers regarding effectiveness, normality, and ease of autonomy-supportive and controlling teaching, and differences in self-described teaching styles. We analyzed the US subset from an international study examining self-described motivation styles and beliefs. Our secondary analysis revealed both groups felt autonomy-supportive teaching was easy and effective, whereas controlling teaching was easy, but ineffective. Montessori teachers were more likely to believe autonomy-supportive teaching was normal whereas traditional teachers believed controlling teaching was more normal. Both groups described their teaching style as autonomy-supportive, but traditional teachers rated controlling scenarios more similar to their own practices.

Authors

• Jenny D. Moss, Emporia State University
  Presenting Author

• Theodore Wheeler, Kansas State University
  Presenting Author