The Study on DevelopmentallyAppropriate Practice and Teaching Beliefs of Montessori Teachers under the EnglishLearning Program

Abstract

The problem is that the new trend toward English education is affecting the beliefs and practices of teachers in Taiwanese early childhood education. The purpose of this study was to examine how the trend toward English education in Taiwan is affecting Montessori teachers' teaching beliefs and appropriate practices, as defined by the National Association for the Education of Young Children (NAEYC) in United States. A descriptive design was used to produce quantitative and qualitative data by use of three questionnaires. The results of the study revealed that there was not a negative impact on the practices of teachers in the Montessori school where English learning is mandatory. In addition the study revealed that Taiwanese Montessori teachers' beliefs were moderately consistent with actual practices. Finally, parents, colleagues, Characteristics of children, and personal experience were factors that influenced Taiwanese Montessori teachers' beliefs and practices.