Archives de catégorie : Cossentino Jacqueline M.

Cossentino, J. (2009). Culture, craft & coherence: The unexpected vitality of Montessori teacher training. Journal of Teacher Education, 60(5), 520–527.

Drawing on ethnographic studies of Montessori teacher education and mainstream teacher education research, Cossentino examined key concepts related to teacher education. She argued that the uniqueness of Montessori teacher education occurs in the details of learning and teaching, specifically that … Continuer la lecture

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Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211–244.

Through classroom observations, Cossentino explored the “rituals” of a Montessori classroom. She explains the traditional techniques (rituals) used in Montessori pedagogy and describes how these techniques reflect broader Montessori principles, such as independence. Cossentino emphasizes the importance of rituals as … Continuer la lecture

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Cossentino, J. M. (2006). Big work: Goodness, vocation, and engagement in the Montessori method. Curriculum Inquiry 36(1), 63–92.

Cossentino argues that Montessori’s construct of “work” dramatically influences the dominant views of learning, teaching, and schooling. The theory of work with children vastly changes the way teachers interact with their students and how students view themselves in terms of … Continuer la lecture

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