Exploring Professional Development Activities Engaged by Teachers in Montessori Education System

• In Event: Montessori Education SIG: International Opportunities

Abstract

Canadian studies on teacher professional development (PD) focus on government-funded schools. This paper examines the nature, form and conditions for PD accessed by teachers to support Montessori mathematics teaching. The study employed qualitative interviews to gather data in a school. A key finding is that Montessori teachers perceive the PD as an enabler: Through PD activities teachers support their co-teachers, share teaching roles and information with other teachers, and learn from teachers in sister schools. Montessori teachers engage more in classroom-based, in-school, and school-to-school collaborative than in external PD. Most of the external PD focuses on general topics of interest and need than on mathematics content. The study holds promise to inform teacher continued growth needed to support instructional reform.

Authors

• Immaculate Kizito Namukasa, University of Western Ontario

• Kinful Lartebea Aryee, University of Western Ontariorio