对话中的蒙台梭利身份

Olivia A. Christensen
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引用次数: 4

摘要

蒙台梭利教师教育包括一个密集和持续的教师转型。这种经历有助于形成明确界定的教师身份。对教师认同的广泛研究表明,虽然这种认同可以提供指导和支持,但它也可能限制教师,阻止他们探索可能支持他们的其他策略,进而支持他们的学生(例如,Beauchamp & Thomas, 2009;Britzman, 2003;Sumsion, 2002)。当教师在教学实践中面临不确定和困境时,这种效果就会出现问题。随着蒙台梭利课堂变得越来越多样化,教师可能需要采用蒙台梭利教师转型中没有明确定义的身份。这篇文献综述考察了蒙台梭利教师身份的组成部分,更广泛地说,教师身份的影响,以及反偏见和反种族主义教师身份发展的要素,包括内心反思和积极的教学方法。
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Montessori Identity in Dialogue
Montessori teacher education includes an intensive and ongoing teacher transformation. This experience aids in the development of a clearly defined teacher identity. Research on teacher identity broadly has shown that while such an identity can offer guidance and support, it can also limit teachers and prevent them from exploring other strategies that may support them and, in turn, their students (e.g., Beauchamp & Thomas, 2009; Britzman, 2003; Sumsion, 2002). This effect is problematic when teachers face moments of uncertainty and dilemmas in their teaching practice. As Montessori classrooms become increasingly diverse, teachers may need to adopt identities that are not explicitly defined in Montessori teacher transformation. This review of literature examines components of a Montessori teacher identity and, broadly, the effects of teacher identity as well as elements of antibias and antiracist teacher-identity development that includes inner reflection and an activist approach to teaching.  
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