Complexity Theory and Montessori Teacher Transformation

Update item information
Title Complexity Theory and Montessori Teacher Transformation
Creator Brandi Lee Allen
Subject Montessori; Montessori method; complexity theory; teacher education programs; transformation; education; spiritual preparation; lifelong learning; MEd
Description 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.
Publisher Westminster College
Date 2019-05
Type Text; Image
Language eng
Rights Management Digital copyright 2019, Westminster College. All rights Reserved.
ARK ark:/87278/s68s9bcd
Setname wc_ir
Date Created 2019-09-19
Date Modified 2019-09-19
ID 1460575
Reference URL https://collections.lib.utah.edu/ark:/87278/s68s9bcd
Back to Search Results