Browsing by Subject "steinerkoulu"
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(2020)The aim of this research was to investigate how the different possibilities and challenges of dialogue and encounter with a student appear in Waldorf school class teachers’ descriptions. Although dialogue has a central role in Waldorf education, little research has been conducted on this topic. This work approaches the concepts of dialogue and encounter with a student from the theoretical framework of Martin Buber’s thoughts on education and philosophy of dialogue, as well as through their interpretations. Furthermore, Waldorf education is examined from the point of view of dialogue and teacher-student encounter. The research material was collected using interviews. The material consists of six interviews of Waldorf school class teachers from three different Waldorf schools in Finland. The research method was theory-based content analysis. The findings of this study indicate, that in line with the idea of dialogue, Waldorf schools’ aim of education and school culture have characteristics of encouraging both the unique potential of a student and the dialogical relationship with the world, while primarily respecting the individuality and otherness of student. The same principles of the school culture of Waldorf schools that promote dialogue and encounter with students, such as artistic qualities, individuality, situation-basedness, and teachers’ self-education, are also distinctive features of Waldorf education. Many of the educational practices of the school culture of Waldorf schools that support dialogue, such as artistic making, 8-year teacher-student relationship, teaching without schoolbooks and the method of child observation, are also based on these principles. Furthermore, they form the basis of the teachers’ dialogical action and attitudes of encounter with a student. This research also brings forth challenges related to dialogical encounters with students in Waldorf schools. Some of the challenges were related to internal attributes of teacher-student relationships, such as defining the uniqueness of a student or losing one’s temper. On the other hand, the issues touched upon the difficulty of harmonizing the ideals and practices of Waldorf education with the neoliberal education policy, making teachers busy and exhausted as well as encounters with students almost impossible. Moreover, the challenges of teacher-parent relationships were experienced as time-consuming and wearing.
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(2023)In Steiner schools, there are class teachers who do not have a background in Steiner education. This study examines how a class teacher experiences working in a Steiner school and how Steiner schools familiarize class teachers with the Steiner pedagogy. The data for this narrative study consists of narratives from five class teachers in three different Steiner schools. The data was analyzed narratively. The study demonstrates the significance of orientation in adopting Steiner pedagogy. According to the research findings, class teachers often come to Steiner schools with limited knowledge of Steiner pedagogy and generally receive fragmented orientation. Class teachers report feelings of inadequacy, and their teacher identity is experienced as divided. The results indicate insufficient support through orientation in Steiner schools. Collegial support and mentoring emerge as desired aspects of orientation in the narratives of classroom teachers. The narratives convey a perceived difference in teaching. On the one hand, working in a Steiner school is portrayed in the narratives of class teachers as a growth and learning experience. The findings of the study can be utilized in the planning and development of orientation and continuing education in Steiner schools, at the Snellman University College and at the Steiner Education Association: orientation providers should be able to guide and support class teachers in a more long-term and interactive manner. Orientation that meets the needs of teachers could facilitate the transition of many class teachers to Steiner schools, thereby enriching the functioning of Steiner schools. Based on the results, it can be recommended that personnel working in Steiner schools complete the recommended 25-credit orientation package on Steiner pedagogy by the Steiner Education Association (2022).
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(2023)In Steiner schools, there are class teachers who do not have a background in Steiner education. This study examines how a class teacher experiences working in a Steiner school and how Steiner schools familiarize class teachers with the Steiner pedagogy. The data for this narrative study consists of narratives from five class teachers in three different Steiner schools. The data was analyzed narratively. The study demonstrates the significance of orientation in adopting Steiner pedagogy. According to the research findings, class teachers often come to Steiner schools with limited knowledge of Steiner pedagogy and generally receive fragmented orientation. Class teachers report feelings of inadequacy, and their teacher identity is experienced as divided. The results indicate insufficient support through orientation in Steiner schools. Collegial support and mentoring emerge as desired aspects of orientation in the narratives of classroom teachers. The narratives convey a perceived difference in teaching. On the one hand, working in a Steiner school is portrayed in the narratives of class teachers as a growth and learning experience. The findings of the study can be utilized in the planning and development of orientation and continuing education in Steiner schools, at the Snellman University College and at the Steiner Education Association: orientation providers should be able to guide and support class teachers in a more long-term and interactive manner. Orientation that meets the needs of teachers could facilitate the transition of many class teachers to Steiner schools, thereby enriching the functioning of Steiner schools. Based on the results, it can be recommended that personnel working in Steiner schools complete the recommended 25-credit orientation package on Steiner pedagogy by the Steiner Education Association (2022).
Now showing items 1-3 of 3