This qualitative study reveals the experiences of teachers who work in public preschools using their initiative and effort to implement Montessori education in their classes. Data were collected from five Montessori-inspired teachers from different cities in Turkey. Study teachers were well known for their Montessori practices. Since they were in different regions, they were interviewed by conference call. The researchers asked them to explain experiences related to difficulties they encountered while applying the Montessori method, as well as the outcomes they obtained. Results showed that despite reactions from their colleagues in terms of material procurement, activities, and teaching styles, they continued to practice the Montessori philosophy. Although this initiative is a difficult process, teachers willingly preparing and using resources and supports effectively can create positive outcomes for the educators, families, and children. The experiences and efforts of the teachers in this study will provide support to new initiating teachers and reveal the need to develop educational policies that support different educational approaches.

这项定性研究揭示了在公立幼儿园工作的教师利用他们的主动性和努力在课堂上实施蒙台梭利教育的经验。数据来自土耳其不同城市的五位蒙台梭利教师。研究教师以他们的蒙台梭利实践而闻名。由于他们在不同的地区，他们接受了电话会议的采访。研究人员要求他们解释与他们在应用蒙台梭利方法时遇到的困难相关的经验，以及他们获得的结果。结果表明，尽管他们的同事在材料采购、活动和教学方式方面做出了反应，但他们仍继续实践蒙台梭利哲学。虽然这个倡议是一个艰难的过程，教师愿意有效地准备和使用资源和支持，可以为教育者、家庭和儿童创造积极的成果。本研究中教师的经验和努力将为新入职教师提供支持，并揭示制定支持不同教育方法的教育政策的必要性。