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Beyond teaching: Montessori education initiatives of public preschool teachers in Turkey

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Abstract

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.

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Authors and Affiliations

  1. Department of Child Care and Youth Service, Vocational School of Socıal Sciences, Dicle University, Diyarbakır, Turkey

    Mehtap Efe

  2. Early Childhood Department, Gazi Education Faculty, Gazi University, Ankara, Turkey

    Ilkay Ulutas

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  1. Mehtap Efe
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  2. Ilkay Ulutas
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Correspondence to Ilkay Ulutas.

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Efe, M., Ulutas, I. Beyond teaching: Montessori education initiatives of public preschool teachers in Turkey. Educ Res Policy Prac 21, 375–388 (2022). https://doi.org/10.1007/s10671-022-09310-7

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