An investigation into the nature of and extent to which methods taught during Montessori teacher training in Bangalore are applied by teachers in Montessori and mainstream schools

Montessori education has been practiced in India for over eight decades, with instructional techniques passed down since the time of Maria Montessori's residence in India from 1939 to 1948. The Indian Montessori Centre in Bangalore, India, has played a pivotal role in preserving this teaching history through its renowned Indian Montessori training courses. These courses provide extensive training to individuals aspiring to become Montessori teachers, initiating a process of self-transformation by challenging conventional beliefs about teaching and learning. This process often leads to the development of a distinct Montessori teacher identity. However, despite its longstanding presence, Montessori teacher training offered by the Indian Montessori Centre has not received the recognition it deserves in India in terms of pedagogy, teacher training, and school policies. This research aims to investigate into the nature of and extent to which methods taught during Montessori teacher training in Bangalore are applied by teachers in Montessori and mainstream schools. By gathering data on the implementation of training approaches, this study aims to understand the impact of Montessori teacher training. The research employed a purposive sample of 103 Montessori trained teachers, who provided initial data through questionnaires. To obtain comprehensive and in-depth insights, a case study approach was adopted, complemented by a mixed methods approach involving interviews and examination of relevant documents. The analysis of data revealed that the Montessori method of training is teacher-centric, emphasizing continuous learning and fostering a positive reinforcement approach to teaching. Additionally, the data shed light on the gender perspectives, with women forming a major workforce in Montessori education, and highlighted the economic aspirations of Montessori teachers. The training experience was found to instill a sense of satisfaction and personal transformation, cultivating openness to acquiring new skills and becoming more effective Montessori teachers. However, the findings also indicate a closed-door approach to training, leading to a lack of critical evaluation, reflection, and limited accessibility as an educational pedagogy. This research holds significance as the training of teachers in the Montessori method could serve as a valuable model for the implementation of the Right to Free and Compulsory Education Act (RTE, 2009), which mandates universal primary education in India. It also aligns with the objectives of the National Education Policy (NEP, 2020).