Browsing by Author "Puukko, Laura"

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).