Unveiling the Montessori Mosaic: Exploring Typologies of Professional Identity Among Montessori Educators
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| Year of publication | 2024 |
| Type | Conference abstract |
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| Description | This research delves into the intricate realm of Montessori teacher professional identity through an in-depth qualitative investigation involving eight experienced Montessori educators. Teacher professional identity research investigates the complex interplay of personal experiences, educational philosophies, and social influences that shape how educators perceive their roles, responsibilities, and sense of self within the teaching profession. (Beijaard, 2004; Gee, 2000) Employing a methodology centered on narrative interviews and reflective video-recall interviews (Nguyen & Tran, 2013), our study aims to unravel the socially and narratively constructed dimensions of Montessori teacher identities. Utilizing Interpretative Phenomenological Analysis (Smith et al., 2009) as our analytical lens, we navigate the rich tapestry of Montessori educators' experiences and perceptions. Through an exploration of their narratives and reflections, we seek to illuminate the diverse ways in which professional identity is shaped within the Montessori context (Seldin & Epstein, 2003). The core findings of our research converge on the emergence of two distinctive typologies within Montessori teacher professional identity. The first typology unfolds as the "Professional Identity of the Creator of Prepared Environment," where educators identify strongly with the design and organization of the classroom environment. The second typology surfaces as the "Professional Identity of the Individual Guide," emphasizing the personalized and responsive nature of teaching within the Montessori philosophy. By shedding light on these typologies, our research contributes valuable insights into the multifaceted nature of Montessori teacher professional identity. These findings not only enrich our understanding of the diverse roles and perspectives within the Montessori community but also provide a foundation for further exploration and development of teacher training programs and professional development initiatives tailored to the unique identities within this educational framework. |
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