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

Abstract

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 how learning environment design is related to agentic learning in public Montessori elementary classrooms. This study's findings suggest that participants understood the interrelationship between the design of the learning environment and agentic learning. Their descriptions and observations demonstrate an awareness of their roles and responsibilities in designing the learning environment and an understanding of agentic learning. The findings of this study contribute to an underexplored area of study by elevating the perceptions of underrepresented public Montessori teachers and highlighting their awareness of the interrelationship of learning environment design and agentic learning.