A Theory of Waldorf Teacher Education: Part 3. Learning knowledgeable action with purpose through learning-in-practice

Martyn Rawson


In this, the third in a series of related articles, learning-in-practice is explained as a process in
which foundational dispositions acquired by teacher students are transformed into professional dispositions. A
social practice account of professional learning in school settings analysed as communities of practice is outlined
that describes three levels of participation; apprenticeship, guided apprenticeship and appropriation of practice.
The related theory of sojourning in landscapes of practice is applied to account for learning during internships.
Learning-in-practice is linked to learning knowing-in-practice and pedagogical tact. Learning-in-practice can
lead to skilled artistry as knowledgeable action with purpose, a key teacher professional disposition. The paper
is theoretical but draws on experiences with case studies in a teacher education seminar to illustrate the process
being discussed.

Full Text:


© 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