Teacher Perception and Awareness of the Interrelationship of the Learning Environment Design and Agentic Learning in Public Montessori Settings

This exploratory qualitative research study aimed to amplify the voices of public-sector Montessori teachers by examining their perceptions of the interrelationship between learning environment design and agentic learning. Using an instrumental case study design, the research employed semi-structured interviews and photo-elicitation to gather teacher perspectives. Reflexive thematic analysis was used to interpret key phrases and statements, shedding light on teachers’ lived experiences, observations, and insights regarding the relationship between learning environment design and agentic learning in public Montessori elementary classrooms. The findings contribute to an underexplored area of study by elevating the perceptions of underrepresented teachers and highlighting their awareness of this interrelationship.

Donna Hale

Donna J. Hale is a dedicated educator with over 27 years of teaching experience in both Montessori and traditional public education. Currently a classroom teacher at a public, district-run Montessori elementary school, Donna has spent the past 12 years immersed in Montessori education after teaching in traditional public schools for 13 years and spending two years at a small private school.

Donna J. Hale holds a Bachelor of Science degree in Elementary Education, a Master of Arts degree in Teaching, and an AMS Montessori Elementary I credential. As a doctoral candidate at the University of Wisconsin-River Falls, Donna is conducting research on the interrelationship between learning environment design and agentic learning in public-sector Montessori classrooms. Passionate about student-centered education and children’s educational rights, Donna seeks to elevate teacher voices and contribute to the growing body of research on Montessori pedagogy and agentic learning in public schools.

Outside of work, Donna enjoys traveling and spending time with family.