Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction

In 2020, Montessori teachers and families across the world had to adjust as schools were closed because of the rapid onset of the COVID-19 pandemic. Those working in the Montessori classroom, which typically favors a hands-on approach and limited use of technology, had to devise new ways to engage...

Description complète

Enregistré dans:

Détails bibliographiques
Auteurs principaux:	Catherine M. Scott, Brooke Myers
Format:	article
Langue:	EN
Publié:	University of Kansas 2021
Sujets:	elementary Montessori virtual instruction COVID-19 Education L Theory and practice of education LB5-3640
Accès en ligne:	https://doaj.org/article/dce5cdcde4fa43c8bf92dbd30633a546
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

id	oai:doaj.org-article:dce5cdcde4fa43c8bf92dbd30633a546
record_format	dspace
spelling	oai:doaj.org-article:dce5cdcde4fa43c8bf92dbd30633a5462021-11-16T06:00:06ZMontessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction2378-3923https://doaj.org/article/dce5cdcde4fa43c8bf92dbd30633a5462021-11-01T00:00:00Zhttps://journals.ku.edu/jmr/article/view/15469https://doaj.org/toc/2378-3923 In 2020, Montessori teachers and families across the world had to adjust as schools were closed because of the rapid onset of the COVID-19 pandemic. Those working in the Montessori classroom, which typically favors a hands-on approach and limited use of technology, had to devise new ways to engage with students in the virtuallearning environment. How do teachers perceive that the transition to online learning affected their instruction? This descriptive case study examined the ways in which a school’s Lower and Upper Elementary Montessori teachers adjusted their instruction to meet student needs online, as well as the benefits and challenges that the teachers felt they and the students experienced as a result. Catherine M. ScottBrooke MyersUniversity of KansasarticleelementaryMontessorivirtual instructionCOVID-19EducationLTheory and practice of educationLB5-3640ENJournal of Montessori Research, Vol 7, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	elementary Montessori virtual instruction COVID-19 Education L Theory and practice of education LB5-3640
spellingShingle	elementary Montessori virtual instruction COVID-19 Education L Theory and practice of education LB5-3640 Catherine M. Scott Brooke Myers Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
description	In 2020, Montessori teachers and families across the world had to adjust as schools were closed because of the rapid onset of the COVID-19 pandemic. Those working in the Montessori classroom, which typically favors a hands-on approach and limited use of technology, had to devise new ways to engage with students in the virtuallearning environment. How do teachers perceive that the transition to online learning affected their instruction? This descriptive case study examined the ways in which a school’s Lower and Upper Elementary Montessori teachers adjusted their instruction to meet student needs online, as well as the benefits and challenges that the teachers felt they and the students experienced as a result.
format	article
author	Catherine M. Scott Brooke Myers
author_facet	Catherine M. Scott Brooke Myers
author_sort	Catherine M. Scott
title	Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
title_short	Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
title_full	Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
title_fullStr	Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
title_full_unstemmed	Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
title_sort	montessori education: teacher perceptions of challenges in transitioning to virtual instruction
publisher	University of Kansas
publishDate	2021
url	https://doaj.org/article/dce5cdcde4fa43c8bf92dbd30633a546
work_keys_str_mv	AT catherinemscott montessorieducationteacherperceptionsofchallengesintransitioningtovirtualinstruction AT brookemyers montessorieducationteacherperceptionsofchallengesintransitioningtovirtualinstruction
_version_	1718426696642723840

Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction

Documents similaires