| 1. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
-
Educational Research in Citizenship Competences
- 2022
-
Ingår i: The Department of Education at Stockholm University. - Stockholm : Bokförlaget Atlas. - 9789174450385 ; , s. 158-177
-
Bokkapitel (refereegranskat)
|
|
| 2. |
|
|
| 3. |
- Gynther, Per, 1961-, et al.
(författare)
-
Education for Sustainability and Global Citizenship for 6-12-year-olds in Montessori Education
- 2022
-
Ingår i: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 16:1-2, s. 5-18
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to understand how Montessori education, according to Maria Montessori, will enable 6–12-year-olds to meet future challenges and to care for and contribute to the wellbeing of society and the planet as a whole. This article reports on a qualitative content analysis of four books written by Maria Montessori. The analysis shows how the structure in Montessori´s curriculum for these ages lays the foundation to cultivate an understanding of the interdependence of living and non-living elements in the ecosystem and the collective responsibility for human coexistence. Further, the analysis shows how children are provided with an emotional tie to the universal approach she advocates and opportunities to develop a sense of empowerment. The topicality of Montessori education is discussed in relation to different teaching traditions. We argue that Montessori education constitutes a concrete example of a teaching tradition whose democratic mission is evident.
|
|
| 4. |
|
|
| 5. |
- Gynther, Per, 1961-, et al.
(författare)
-
Montessoripedagogik i dåtid och samtid
- 2011
-
Ingår i: Boken om pedagogerna. - Stockholm : Liber. - 9789147100002 ; , s. 197-218
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 6. |
- Gynther, Per, 1961-
(författare)
-
Möjligheter och begränsningar : Om lärares arbete med montessoripedagogiken i praktiken
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice. The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers' everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents.Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.
|
|
| 7. |
|
|
| 8. |
- Gynther, Per, 1961-, et al.
(författare)
-
Positivism med mänskligt ansikte
- 2006
-
Ingår i: Locus. - Stockholm : Institutionen för individ, omvärld och lärande vid Lärarhögskolan i Stockholm. - 1100-3197. ; 6:2
-
Recension (populärvet., debatt m.m.)
|
|
| 9. |
|
|
| 10. |
- Gynther, Per, 1961-, et al.
(författare)
-
Teaching in the Montessori Classroom : Investigating Variation theory and Embodiment as the foundation of teachers' development
- 2020
-
Ingår i: Journal of Montessori Research. - : The University of Kansas. - 2378-3923. ; 6:1, s. 33-45
-
Tidskriftsartikel (refereegranskat)abstract
- The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Montessori’s view that mind and movement are parts of the same entity.This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.
|
|
