Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
DOI:
https://doi.org/10.17161/jomr.v7i2.15469Palabras clave:
elementary, Montessori, virtual instruction, COVID-19Resumen
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.
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Derechos de autor 2021 Catherine M Scott, Brooke Myers
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
