Perfiles del profesorado de primaria Montessori: un análisis de conglomerados
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https://doi.org/10.30827/profesorado.v29i3.32140Palabras clave:
análisis de conglomerados, escuela primaria, método Montessori, perfiles formativos, prácticas educativasResumen
La educación Montessori está ampliamente extendida a nivel mundial, lo que ha llevado a una significativa variabilidad en la implementación del modelo Montessori. Sin embargo, solo un estudio ha explorado diferentes estilos de implementación vinculándolos con perfiles específicos de guías de la Casa de los Niños. No se ha realizado ningún estudio similar enfocado en el profesorado de primaria, ni en Italia, cuna de la educación Montessori. Este estudio tiene como objetivo explorar las diversas maneras en que el profesorado de primaria Montessori implementa la educación Montessori. Se administró un cuestionario a 329 guías italianas, recopilando datos sobre sus características demográficas, formación, características personales y prácticas educativas adoptadas. El análisis de conglomerados identificó cuatro grupos distintos: las “ortodoxas” (N = 145), las “adaptadas” (N = 108), las “implementadoras” (N = 37) y las “fuera de lugar” (N = 39). Estos grupos se diferencian en términos de características personales ideales para el profesorado Montessori (humildad y espíritu científico) y su fidelidad a las prácticas tradicionales Montessori. El hecho de que casi la mitad de la muestra no adopte prácticas fieles al modelo Montessori, combinado con el reciente crecimiento de las escuelas Montessori en Italia, subraya la necesidad de cuestionar los mitos de la escuela tradicional, ofrecer apoyo y monitoreo a las escuelas que adoptan prácticas Montessori, y fomentar un debate abierto que valore nuevas prácticas potencialmente no ortodoxas, pero alineadas con los principios fundamentales de Montessori.
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