Effective Montessori teacher training has traditionally been an uncertain matter stemming from considerable difficulty experienced by Dr. Montessori in communicating her discoveries to adults. Despite the many courses which Dr. Montessori personally conducted before her death in 1952, the legacy of early difficulties persists today as the search continues to discover a dependable means of effectively communicating a full commitment to Montessori principles. Since 1952, a significant effort has been made in training Montessori teachers, as noted by the existence of a wide variety of alternative approaches available today.
Government Regulations
In the United States and other countries where extensive government regulation exists over education, effective Montessori teacher training is frustrated by a system of traditional teacher education values essentially contrary to Montessori education. Authentic, creative efforts to achieve effective Montessori training are normally deterred through approval procedures and program criteria opposed to Montessori principles. Subject matter requirements, legal restrictions and attitudes of curriculum evaluators are often formidable barriers. The basis of the controversy between traditional teacher education and Montessori education appears to be that traditional teacher education aims generally towards conveying content while training Montessori teachers aims at communicating a commitment.
Montessori vs. Traditional
The ultimate aim of Montessori teacher training is a profound character development in the teacher, not the conveying of subject matter information. The mastery of the ability to create a psychic environment through a commitment to certain principles is senior to any concept development which may occur in the training process.
Therefore, intangible qualities, such as joy, satisfaction, confidence, integrity and courage in the teacher are the qualities which most accurately measure the success of the training program. Tangible symbols of success, such as grades and tests measuring a quantum of subject matter, are of secondary importance. In this regard, Montessori teacher education seems to differ most significantly in aim from conventional teacher training which is focused primarily on concept and attitude development as measured by the attainment of certain subject matter knowledge measurable primarily through written tests.
Character Development
To the extent that Montessori training programs attempt to measure success in terms of content conveyed, rather than in the intangible inner qualities of the character, results will remain uncertain and unpredictable. IMS believes that a full commitment to Montessori principles can be effectively communicated and that the purpose and objectives of Montessori courses must aim at the level of profound character development which is needed to assure satisfactory results.
All Participation Needed
IMS recognized that many existing training programs are seeking conscientiously to improve and enhance the quality of their efforts through workshops and other means. IMS supports such efforts by providing the accreditation process of the International Montessori Council with which non-IMS training courses can become identified.
IMS believes that it is vital that effective Montessori teacher training be realized throughout the entire Montessori community. Therefore, IMS supports all participation and efforts in teacher training as important and needed in the process of realizing the “new education.”
Originally published in 1981 in Vol. 2, No. 1 issue of The Montessori Observer