Freedom and Respekt: Who Are the Montessori School Teachers? A Professional Identity Study in Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00131300" target="_blank" >RIV/00216224:14410/23:00131300 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.iier.org.au/iier33/jurcik.pdf" target="_blank" >https://www.iier.org.au/iier33/jurcik.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Freedom and Respekt: Who Are the Montessori School Teachers? A Professional Identity Study in Czech Republic

Popis výsledku v původním jazyce

This study investigates the professional identity of Montessori school teachers. The research was conducted using qualitative methodology, specifically in-depth semi-structured interviews with teachers in Montessori schools located in Brno, Czech Republic. The study found that the professional identity of Montessori school teachers consists of two main components: (1) PI of the creator of the prepared environment and (2) PI of the individual guide. These identities are mainly influenced by factors such as respect for the child's development and freedom in the classroom, as well as their own personal beliefs and values. The results highlight the importance of respecting the individuality of each child and creating a supportive environment that allows for freedom and exploration within structure. This research sheds light on the unique characteristics and challenges faced by Montessori teachers, and provides insights into the development of their professional identity.

Název v anglickém jazyce

Freedom and Respekt: Who Are the Montessori School Teachers? A Professional Identity Study in Czech Republic

Popis výsledku anglicky

This study investigates the professional identity of Montessori school teachers. The research was conducted using qualitative methodology, specifically in-depth semi-structured interviews with teachers in Montessori schools located in Brno, Czech Republic. The study found that the professional identity of Montessori school teachers consists of two main components: (1) PI of the creator of the prepared environment and (2) PI of the individual guide. These identities are mainly influenced by factors such as respect for the child's development and freedom in the classroom, as well as their own personal beliefs and values. The results highlight the importance of respecting the individuality of each child and creating a supportive environment that allows for freedom and exploration within structure. This research sheds light on the unique characteristics and challenges faced by Montessori teachers, and provides insights into the development of their professional identity.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

ISSUES IN EDUCATIONAL RESEARCH

ISSN

1837-6290

e-ISSN

0313-7155

Svazek periodika

33

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

17

Strana od-do

1030-1046

Kód UT WoS článku

001098841000011

EID výsledku v databázi Scopus

2-s2.0-85174313591