If it takes a village to educate a child, what does it take to train a teacher? In the past, Montessori education, which originated in Europe and the United States, was something out of reach for those in Taiwan.
However, longtime proponents of Taiwan’s education, Y2 Foundation for Future Education (Y2) and the National Chengchi University Taiwan Montessori Education Center (TMEC), didn’t feel that way. They believe that Montessori education can gradually localize and take root in Taiwan, delivering affordable education to all.
A Montessori educational system custom fit for Taiwan
The goal of the training class is to instill a wider understanding of the Montessori philosophy, develop localized teaching methods, and integrate Montessori into public schools.
Under the leadership of TMEC program director Dr. Tung-Liao Cheng, over a year went into recruiting a group of instructors with both the requisite practical teaching experience in Taiwan and international Montessori training.
These educators from both public and private institutions readily agreed to serve as instructors in a three-year public school teacher-training program, which takes place during winter and summer vacations.
"I came here to repay a debt of gratitude," said Zheng-Hua Yan, recipient of Y2’s Social Impact Talent Cultivation Program sponsorship. Many of the other instructors felt the same way as Hui-Chun Chen, who explained: "We need a Montessori training model suited to Taiwan; it’s great to be able to help with the training."
Not only do the instructors have to take time away from their busy teaching jobs, but the education institutions that employ them must also join in this effort to bring Montessori into public schools through their continuous encouragement and support.
In 2022, a quiet revolution began to take shape at Feitsuiwan (Emerald Bay) in New Taipei City. A total of 26 educators from different locations across Taiwan—some experienced veterans and others enthusiastic novices; many sent by their respective schools—signed up for the first training program.
How could trainees be expected to understand and absorb Montessori concepts and practices over three winter and summer vacations?
Many senior Montessori educators, including TMEC’s public school transformation consultant Sandra Wang, along with instructors Nicky Ma, Jue-Guan Li, Hui-Chun Chen, and others, spent a great deal of time discussing and researching curricula planning and implementation methods.
How can we help you understand?
Trainees brought their own expectations to the training program, but these can be different for everyone. Some might hope to improve their teaching abilities; others to explore the subtleties of Montessori education.
Instructor Winnie Wang observed: "Teachers in public schools typically feel that there’s one correct answer to every question, but Montessori is flexible and focuses on individual learning needs.
Therefore, the trainees need to reflect upon their own motives behind education by sharing with each other and by pondering over case studies.
Priscilla Tang found that the trainees can "hardly imagine how children in Montessori schools are able to learn stably and handle the coursework." Instructor Jalen Hsiao believed that "the time involved and intensity of the training program may pose difficulties for working teachers."
Overall, program instructors found that the biggest gap lies in "the unfamiliarity with Montessori philosophy and concepts, whereby the trainees regard Montessori as just another way of teaching or skill," Yen-Ling Chang reflects.
As a result of the trainees’ misunderstandings, anxieties, and doubts, the program instructors abandoned their initial attempts to convey Montessori in the most orthodox way and patiently recalibrated their approach.
Some instructors continued to refine their presentation content, while others focused on integrating public school curriculem with Montesori principles. Rather than forcing program participants to do complete notetaking, instructor Zheng-Hua Yan chose to deconstruct Montessori’s curriculum design.
He believes that by "using Montessori course syllabi as the foundation, trainees can deconstruct and reconstruct the training program content, because Montessori’s integration with Ministry of Education’s (MOE) 108 curriculum is a must, not an option. I think Montessori is most effective when it adopts local culture and extracts its essence."
How does the tuition-free training program compare with international Montessori teacher training?
Montessori is flexible and focuses on individual learning needs. Therefore, the trainees need to reflect upon their own motives behind education by sharing with each other and by pondering over case studies.
The tuition-free training program seeks to introduce more people to Montessori philosophy, develop localized methods, and help public school teachers integrate Montessori principles into their teaching.
Although the instructors remain optimistic, survey questionnaires have identified some challenges, some of which include: "In the current traditional education framework, there are exams and class periods are too constrained"; "most classrooms lack teaching aids"; and "most public school teachers are used to the traditional education methods."
Zheng-Hua has taught at both public and private Montessori schools and has also received international teacher training. In his view, the difference lies in their different aims, professional backgrounds, and teaching methods. For example, international Montessori training is an immersive way to experience learning. Trainees are expected to arrive at understanding Montessori through personally experiencing it, thereby becoming "prepared adults."
Most trainees in the tuition-free training program hope to "absorb Montessori’s essence and put it into practice," rather than completely changing their existing educational model. Instructors, therefore, need to make adjustments to the training program.
Besides localizing Montessori, the training program also demonstrates Montessori’s focus on individualized learning and learner-centered philosophy.
Break free from rigid educational thinking
Jia-Jie Liu, who oversees the program’s math module, has identified the crux of the issue, revealing that although the trainees generally affirm experimental education, "when we discuss teacher training, the hardest thing is changing educators’ rigid thinking.
After all, change is possible only if someone truly believes in it." The instructors work hard to loosen rigid minds.
For instance, Jia-Jie shares that during class, the trainees—all experienced teachers—don’t understand why Montessori uses visual design to create a lot of space for children to experiment: The trainees tend to be very purpose-orientated.
They typically focus on definitions and overlooks the process of exploration, often questioning why they should use roundabout methods such as "pick up ‘this’ this many times for multiplication and "chessboard" to visualize cumulative sums.
At first, the trainees wonder why everything has to be so tedious, which diminishes their motivation to learn." However, like many other instructors, Jia-Jie was undaunted by setbacks and challenges.
Instead, she modified her teaching strategy by first explaining the logic behind the methodology and the impact that it would have on children. As a result, the instructor-trainee relationship improved.
After the 2024 winter training session, one trainee enthusiastically expressed: "I can show-off to my children when I go home that I can calculate square roots using my fingers." This gave Jia-Jie a great sense of accomplishment.
If you want to learn Montessori, don’t give up!
Because this was Taiwan’s first tuition-free Montessori teacher training program, it was challenging for instructors and trainees alike. Despite the limited time and the concentrated curriculum, almost every instructor expressed a desire to continue teaching if the program is offered again.
Winnie Wang is happy to see more and more people join Montessori education. Jue-Guan Li feels that teaching in the program allows instructors to "review their own past learning, learn new things, and gain new insight."
Yen-Ling Chang says that although it was hard work, "when I saw trainees gain greater appreciation and understanding of Montessori, I felt it was all worth it."
Hui-Chun Chen added with conviction: "As long as people are willing to work hard to learn Montessori, I’ll never give up!"
The instructors are motivated by one thing only: the hope that more teachers will carry on the Montessori spirit to help each child to become their true selves.
Zheng-Hua Yan also hopes to localize Montessori education. His ideal, as with many others, is to provide high-quality education that everyone can afford.
Deep gratitude to all the instructors of the 2022–2024 Montessori Elementary School Tuition-Free Teacher Training Program and their employers!
Written by Yu-Hsiu Su
Images provided by TMEC, Zheng-Hua Yan
Translators: Robert Fox Graduate Institute of Translation and Interpretation, NTNU