| Abstract | Danas jedna od najzastupljenijih alternativnih pedagoških koncepcija, pedagogija Marije Montessori, zahvaljujući znanstvenom promatranju ljudskoga bića, ima filozofska, medicinska, psihološka i pedagoška utemeljenja koja poštuje u radu s djecom. Brojna znanstvena istraživanja prikazana u ovome radu donose zaključke o pozitivnim učincima i rezultatima rada u školama koje primjenjuju Montessori pedagogiju, no nije dovoljno istraženo na koji bi se način ta pedagogija mogla implementirati u tradicionalnu nastavu te koje promjene njezina implementacija unosi u tradicionalni odgojno-obrazovni sustav. Cilj je istraživanja unaprijediti tradicionalni odgojno-obrazovni sustav razredne nastave implementacijom elemenata Montessori pedagogije i stvaranjem online zajednice učenja Montessori učitelja. U teorijskome je dijelu opisan utjecaj feminizma na razvoj Montessori pedagogije kao i njezina neuroznanstvena podloga.. Dan je prikaz sličnosti i razlika između teorije konstruktivizma i Montessori pedagogije koja počiva na holističkom kurikulumu. On može poslužiti za daljnji razvoj njezinih ideja u kontekstu kognitivnog razvojnog konstruktivizma. Prikazana su didaktičko-metodička obilježja Montessori pedagogije kroz univerzalna obilježja djetinjstva te obilježja Montessori nastave kroz ulogu učitelja, pripremljene okoline i didaktičkog materijala. Napravljena je usporedba Nacionalnog okvirnog kurikuluma i Montessori kurikuluma iz čega se donose zaključci o mogućnostima promicanja pluralizma u državnim školama uvođenjem Montessori pedagogije. Empirijski dio rada prikazuje rezultate istraživanja dobivene formiranjem četiriju tema: Ostvarivanje odgojno-obrazovnih ishoda (uporabom Montessori pedagogije), Uloga specifičnog didaktičkog materijala, Razredno ozračje i Online zajednica Montessori učitelja. Rezultati pokazuju kako je online zajednica učenja Montessori učitelja, koja je uključivala i kritičke prijateljice, utjecala na učenje i usvajanje novih znanja koja su povezana s njihovom odgojno-obrazovnom praksom. Omogućila je razvoj sigurnosti u primjeni i implementaciji Montessori pedagogije u tradicionalni odgojno-obrazovni sustav. Iz toga je proizašlo jačanje veza između uporabe elemenata Montessori pedagogije i ostvarivanja odgojno-obrazovnih ishoda njihovih učenika. Istraživanje je pokazalo kako je moguće implementirati elemente (u radu su prepoznata i izdvojena četiri elementa: razvojna razdoblja, pripremljena okolina, uloga specifičnog didaktičkog materijal te uloga učitelja) Montessori pedagogije u svim obrazovnim i odgojnim predmetima, a kako oni omogućuju ostvarivanje odgojno-obrazovnih ishoda i očekivanja međupredmetnih tema. Proširivanje vlastitih/razrednih zbirki specifičnog didaktičkog Montessori materijala, osnaživanje pedagoških, metodičkih i didaktičkih kompetencija, pružanje stručne i emocionalne podrške te promicanje i osnaživanje refleksivnog razmišljanja prepoznate su prednosti sudjelovanja u online zajednici učenja Montessori učitelja. Postojanje potrebe za daljnjim stručnim usavršavanjem i umrežavanjem Montessori učitelja istaknulo se kao jedan od zaključaka online zajednice učenja Montessori učitelja. Navedeno se javlja i kao prepoznata potreba radi pružanja stručne pomoći, razmjenjivanja primjera dobre prakse, didaktičkih materijala i ideja, jačanja primjene Montessori pedagogije u tradicionalnim, državnim školama te promoviranja rekognicije njezinih vrijednosti. Rad doprinosi produbljivanju znanstvenih spoznaja u području alternativnog pedagoškog pristupa, odnosno primjeni Montessori pedagogije u tradicionalnom odgojno-obrazovnom sustavu razredne nastave. To čini važan iskorak u široj primjeni te pedagogije, prepoznavanju njezine vrijednosti i samim time postizanju opće dobrobiti za one kojima je prije svega namijenjena, a to su učenici. |
| Abstract (english) | Nowadays known as one of the most represented alternative pedagogical concepts, Maria Montessori's pedagogy, due to the scientific observation of the human being, has philosophical, medical, psychological, and pedagogical foundations which are honoured while working with children. Numerous scientific studies presented in this paper all draw conclusions about the positive effects and work results in schools which apply the Montessori method, but it has not been sufficiently researched how this pedagogy could be implemented in traditional lessons and what changes its implementation would bring to the traditional educational system. The aim of this research is to improve the traditional educational system of primary school lessons by implementing elements of the Montessori method and creating an online learning community of Montessori teachers. The theoretical part describes the influence of feminism on the development of the Montessori pedagogy, as well as its neuroscientific background. The similarities and differences between the theory of constructivism and the Montessori pedagogy based on a holistic curriculum are presented. These can be used for the further development of its ideas in the context of cognitive developmental constructivism. The didactic-methodical characteristics of the Montessori pedagogy are depicted through the universal characteristics of childhood and the characteristics of the Montessori teaching through the role of the teacher, the primed environment, and the didactic material. A comparison of the National Framework Curriculum and the Montessori Curriculum has been made, from which conclusions were drawn about the possibilities of promoting pluralism in state schools by introducing the Montessori pedagogy. The empirical part of this paper shows the results of the research obtained by forming four topics: Achieving educational outcomes (using the Montessori method), The role of specific didactic material, The classroom atmosphere, and The online community of Montessori teachers. The results show how the online learning community of Montessori teachers, which included critical friends as well, influenced the learning and acquisition of new knowledge related to their educational practice. It enabled the development of safety in the application and implementation of the Montessori pedagogy in the traditional educational system. This resulted in a reinforcement of connections between the use of the elements of the Montessori pedagogy and the achievement of the educational outcomes of their students. The research indicates that it is possible to implement the elements of the Montessori pedagogy (four elements are recognized and isolated in this paper: development periods, a primed environment, the role of specific didactic material, and the role of the teacher) in all educational subjects, and that it also enables the achievement of educational outcomes and the expectations of cross-curricular topics. The expansion of one’s own/class collections of specific didactic Montessori material, the strengthening of pedagogical, methodical, and didactic competences, providing professional and emotional support, and the promotion and strengthening of reflexive thinking are acknowledged advantages of participating in the online learning community of Montessori teachers. The existing need for further professional development and the networking of Montessori teachers was highlighted as one of the conclusions of the online learning community of Montessori teachers. The abovementioned also appears as an acknowledged need to provide professional assistance, to exchange examples of good practice, didactic materials and ideas, to strengthen the application of the Montessori pedagogy in traditional, state schools, and to promote the recognition of its values. This paper contributes to the deepening of the scientific knowledge in the field of the alternative pedagogical approach, i.e. the application of the Montessori pedagogy in the traditional educational system of primary school lessons. This constitutes an important step forward regarding the wider application of this method, the recognition of its value and thus the achievement of general well-being for those for whom it is primarily intended, namely the students. |
