Rudolf Steiner supported the development of Waldorf education in England with lively interest. He gave important lecture cycles on education there between 1923 and 1924, visited the first school and advised the founding college of teachers.… >> Woman power in Great Britain
Movement is one of life’s age-old phenomena. We probably never associate life with movement more than when we see children in action. Stand on the edge of a schoolyard or a playground and watch the children. It is a picture of pure motion.… >> Movement in childhood
An interview with Henning Kullak-Ublick.… >> The courage of personal initiative
For a long time, free play has been neglected for the sake of early literacy and numeracy. The appreciation of free play has only been revived in the last few years. But is it really seen and understood for what it means to the child? How do we, as parents and educators, approach free play? What does it mean to us?… >> Free Play – Now and Then
Are you excited again and again by Steiner's educational impulse? Is it a heartfelt affair and a daily source of inspiration for you? Do you truly say 'Yes' to people as physical and spiritual beings?… >> Project 'Teach the Teachers'
The broad field of femininity/masculinity offers a wealth of fluid identificational references and developmental possibilities if with humour and goodwill we allow our children’s and grandchildren’s generation to undergo the experiences they are seeking.… >> Who determines who we are?
More than 900 people attended the recent Asian Waldorf Teachers’ Conference in China. Among other things, the conference discussed issues facing Waldorf establishments, including their legal status and cultural adaptation… >> Waldorf education on the move in Asia
Project 'Teach the Teachers'
Change in social awareness
The first course for teachers, which prepared them to implement Steiner's educational impulse, was held almost a hundred years ago in Stuttgart. The basic training was a two week course, followed by several additional courses in which practical questions were discussed.
The global growth of the Waldorf movement has led to more variety and complexity in teacher training. Today, we are faced with the following questions:
- Why are there not enough trained teachers in our institutions?
- What are the aims and objectives of teacher training?
- Do we need Waldorf specific teacher training and why?
- How are teachers today educated for their work at Waldorf schools?
- What do children and trainee teachers need today?
- How is the training financed?
- Who teaches the teacher trainers?
Today and in the future we need people who adapt Steiner's educational impulse to their own culture and implement it in a contemporary way. The project 'Teach the Teachers' by the Pedagogical Section and the International Forum for Steiner/Waldorf Education (Hague Circle) addresses this issue.
The project group was organising colloquia on each continent as platforms for teacher educators from early childhood to high school to meet and find their common ground:
July 22 -24 2018
II Congreso latinoamericano de formaciones Waldorf in Cieneguilla Perú
These meetings are the starting point for further, ongoing work and the foundation for an international network of teacher educators.
A project group will collect the results of the colloquia, define aims and objectives for teacher education and describe their implementation.
Last but not least, successful teacher training also depends on the people who offer it. Are they in touch with contemporary issues? Do they offer high quality training and are they able to spark the trainees' enthusiasm for Steiner's educational impulse?
Contact person project 'Teach the Teachers': Florian Osswald, florian.osswald(at)goetheanum.ch, T: +41 (0)61 706 43 15
Interview Teacher education on Waldorf Resources