Holism in teacher development: A Goethean perspective

Oberski, Iddo and McNally, J (2007) Holism in teacher development: A Goethean perspective. Teaching and Teacher Education, 23 (6). pp. 935-943. ISSN 0742051X

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Official URL: https://doi.org/10.1016/j.tate.2006.07.009


Teaching has moved gradually from being seen as an art or craft to an evidence-based techno-rational profession. However, within Steiner–Waldorf schools, teachers are largely autonomous and seen, like their pupils, as always “coming into being”, through the development of an objective imaginative faculty. This perspective is derived from Steiner's spiritual research and draws on Goethe's scientific method, which is explored here. How this may manifest in practice will be illustrated with some examples from recent data on the early professional development of new teachers. Development of the imaginative faculty, it is argued, is a requirement for becoming an authentic teacher.

Item Type: Article
Uncontrolled Keywords: Teaching Methods; Scientific Methodology; Educational Philosophy; Educational Principles; Instruction; Imagination; Professional Development; Beginning Teachers; Elementary Secondary Education; Teacher Characteristics; Teacher Effectiveness; Holistic Approach; Educational Theories
Divisions: Centre for Academic Practice
Date Deposited: 26 Aug 2009 13:39
Last Modified: 02 Feb 2017 15:38
URI: http://eresearch.qmu.ac.uk/id/eprint/577


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