Date of Award
5-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Preetha Kingsview
Second Advisor
Dr. John Branch
Third Advisor
Sarah Hassebroek
Department/School
Montessori Early Childhood
Abstract
This action research investigated the effectiveness of roleplay and reflection among four teachers guiding twenty-four students in a Primary Montessori environment. The teachers have limited Montessori training. They differ in age, teaching philosophy, cultural and educational backgrounds. This study asked teachers to roleplay strategies that felt counter to traditional practices. The 7-week intervention consisted of ten 15-minute scripted roleplay sessions, five 15- minute unscripted roleplay, and oral and written reflections. I gathered data using pre- mid- and post-self-assessment surveys, written reflection with prompts, and a reflection survey containing predetermined questions. The surveys showed an increase in the teachers’ awareness of their thinking-feeling-deciding processes. Teachers also expressed having access to the thinking-feeling-deciding processes of the child during challenging situations. Limitations lie in the facilitator’s ability to establish safe spaces for roleplay and reflection. This research can be shared with professional development entities and school administration to produce lasting change in adult learners.
Recommended Citation
Kam, Charlene. (2022). The Influence of Role-Play Scenarios and Mindful Reflection on a Small Group of Diverse Daycare Providers’ Responses to Classroom Situations. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/441