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

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.