Freedom and respect: Who are the Montessori school teachers? A teacher identity study in the Czech Republic

Miroslav Jurčík
Masaryk University, Czech Republic

This study investigates the professional identity of Montessori school teachers. The research was conducted using qualitative methodology, specifically in-depth semi-structured interviews with teachers in Montessori schools located in Brno, Czech Republic. The study found that the professional identity of Montessori school teachers consists of two main components: (1) professional identity of the creator of the prepared environment and (2) professional identity of the individual guide. These identities are mainly influenced by factors such as respect for the child's development and freedom in the classroom, as well as their own personal beliefs and values. The results highlight the importance of respecting the individuality of each child and creating a supportive environment that allows for freedom and exploration within structure. This research sheds light on the unique characteristics and challenges faced by Montessori teachers, and provides insights into the development of their professional identity.
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Author: Miroslav Jurčík is a PhD candidate at the Faculty of Pedagogy of Masaryk University in Brno, Czech Republic. His research interests include professional identity, classroom management, and alternative schools. He teaches music and history at a secondary school. Email: vysko.com@gmail.com Acknowledgement This study is funded by the research project Current Challenges in the Teaching Profession of the 21st Century supported by Masaryk University [MUNI/A/1481/2020]. Please cite as: Jurčík, M. (2023). Freedom and respect: Who are the Montessori school teachers? A teacher identity study in the Czech Republic. Issues in Educational Research, 33(3), 1030-1046. http://www.iier.org.au/iier33/jurcik.pdf