Exploring Montessori Teachers' Knowledge of Pedagogical Constructs and Their Teacher Self-Efficacy

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Examining Relationships Between Teacher Knowledge, Practice, and Self-Efficacy

Abstract

When teachers’ knowledge of pedagogical constructs is variable, wide-ranging teacher efficacy beliefs and instructional practices arise. Such a conundrum exists in Montessori schools regarding normalization—a key Montessori construct describing students’ self-regulation development. To facilitate shared understanding, educators from one Montessori school participated in a study exploring their knowledge of normalization. The data were examined through the lens of teacher efficacy. Results showed a wide variety of definitions and conceptualizations of normalization, associated instructional practices, and self-efficacy beliefs. By the end of the six-month study, consensus was reached in knowledge and practices. Engaging in this exploration may help Montessori schools—or any school—develop consistent shared understandings of foundational instructional tenets and practices and likely improve teacher efficacy beliefs.

Authors

• Laura Flores Shaw, Johns Hopkins University

• Ranjini Mahinda JohnBull, Johns Hopkins University