Complexity Theory and Montessori Teacher Transformation

The purpose of this qualitative phenomenological study was to examine the Montessori teacher's transformational process in their preparation to become a Montessori teacher. I explored whether teachers who had gone through training and a practicum year had a paradigm shift in their spiritual and pedagogical understanding. My analysis came from data that was collected over a three-month period. The data included; three one-on-one interviews with teachers working in private Montessori schools of the Intermountain West, 27 surveys that consisted of seven questions and a personal reflective researcher's journal. I used the constant comparative method to filter out emerging themes. All of the teachers that were interviewed and completed the survey reported a fundamental transformation had occurred. The most significant finding of this research was the interconnectedness of community and relationships needed to foster a metamorphosis for the teacher trainees. It was also apparent that spiritual preparation and lifelong learning were essential in the evolution of the teachers' perceptions.