The Study On Montessori Teacher Education

The thesis probes into several issues of Montessori teacher education, and based on its form, divides it into three stages:the training course period (1909-1952), the transition period(1952-1960s), and the institutional ization period(1960s-now). The thesis points out that there are now two models of Montessori teacher education:traditional and updated, respectively presented by AMI and MACTE, a result caused by the inheritance and innovation in its evolution. Taking AMI and MACTE for examples, the thesis explores the model, enrollment, course, educator, teaching, exam, teacher competencies, accreditation standards and procedures of the Montessori teacher education in the institutionalization period; then, compares AMI and MACTE in nature, goal, role, focus of teacher education, distribution of their accredited institutions and programs, time and background of their establishment, scope and ways of their accreditation, educational level, course levels and quantity, policy of distance education and attitude to Montessori ideas; and further, analyzes the features and advantages of Montessori teacher education: highlighting Montessori ideas, focusing on the material operation, internationality of the course, diversity of training bodies, multilevel of trainees, high level of students’ education background. The preschool teacher education in China should learn from the Montessori teacher education and raise the level of preschool teacher education, loosen the requirement of candidates’ age and education background, increase the time of practicum, and develop regional standards of preschool teacher education.