Understanding what it means to be a Montessori teacher: Teachers' reflections on their lives and work

Sammanfattning: The overall aim of this study has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Data exploration has comprised journals, interviews, written reflections and collaborative contextual analysis. Analysis of the teachers' occupational life histories and the findings as a whole have been used to shed light on: · Values and specific aspects of the philosophy of Montessori education that primarily attract teachers to this profession. · Ways in which teachers' conceptions of their professional roles reflect their own personal values, beliefs and convictions. · Teachers' views regarding the role of Montessori education today and in the future. Eight female Montessori primary school teachers participated in the study. Findings reveal that the strengths of the Montessori method lie in its focus on philosophical awareness, the holistic approach and a genuine ethic of care. Montessori's fundamental educational principles are also in alignment with the current Curriculum for Compulsory Schools (Lpo 94). On the other hand, difficulties are experienced due to conflicting traditional/contemporary interpretations of Montessori theory and practice and a general lack of collaboration among Montessori teachers. Open discussion and a sharing of ideas and experiences would help Montessori teachers come to terms with how to apply fundamental principles in new ways without the fear of losing an educational "identity". The Montessori teachers in this study reflect this attitude. Tendencies toward continuity/meaningful change in education depend to a great extent on the ways in which teachers are able to critically reflect about how they think and what they do. Taking seriously what teachers have to say is in fact essential in order to understand the forces that, among other things, govern and sway teachers' inner as well as outer motivations, something of relevance and concern to all involved in teaching and educational processes.