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ERIC Number: EJ1197440
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2378-3923
Teacher-Centered Mentorship as Meaningful Professional Montessori Development
Saylor, Laura L.; McKenzine, Ginger Kelley; Sacco, Cathy Cebuslski
Journal of Montessori Research, v4 n2 p10-32 Fall 2018
A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants' experiences: the importance of mindfulness as a precursor to reflection and mentorship, the creation of communities of trust, the benefits of structure and focus, and the role of supportive accountability in improved practices. The study provides preliminary evidence for the use of multidimensional and teacher-centered professional-development programs to improve teaching practices. The research study has implications for administrators, teachers, and future research. [Note: The page range shown on the document (1-23) incorrect. The correct page range is 10-32.]
American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A