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When planning the growth of Montessori schools, planners should add the concept of evolution to those of organization and management in order to embrace Maria Montessori's notion that the purpose of education is to fully develop human potentialities. The evolution of Montessori schools must be understood and encouraged through the process of nurturing the evolution of people. Teachers undergo stages of development, starting in the formal training phase and continuing within the context of the school. In this model, teachers move from formal training to a first-year neonate stage, a consolidation stage in years two through four, and renewal during five to seven years, finally emerging as seasoned teachers. This model re-envisions teachers in Montessori schools as part of an organic evolutionary process. This process can be applied to other parts of the school, including parents, board members and administrators. (JPB)

Descriptors: Early Childhood Education, Educational Philosophy, Educational Planning, Faculty Development, Montessori Method, Preschool Teachers, Professional Development, Teacher Education

Autor: Dubble, Sharon L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10549&id=ED419603

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