A Theory of Waldorf Teacher Education Part 2: the role of study and artistic exercise

Martyn Rawson

Abstract


This paper follows up a previous one in which a theory of Waldorf teacher education was outlined that explains that foundational dispositions, teacher beliefs and values as well as general pedagogical knowledge are learned in a higher education/seminar setting. In this paper an account is given how dispositions can be learned in studying Steiner’s Foundations (basic pedagogical anthropology) using hermeneutic methods and contemplative meditation. It also shows how certain dispositions are learned through the practice of various artistic and crafting activities and thirdly how general pedagogical knowledge can be learned. Teacher skills are defined as knowledgeable action with purpose and the paper makes the distinction between constrained skills that form basis of knowledge for practice and unconstrained skills that can develop in practice.

Full Text:

PDF


© 2010-2019 Research on Steiner Education (RoSE). ISSN 1891-6511 (online). Hosted by the Rudolf Steiner University College, Norway and by the Alanus University of Arts and Social Sciences, Germany and the Pedagogical Research Institute of the German Waldorf School Association