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

Martyn Rawson

Abstract


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.

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