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    Holism in teacher development: A Goethean perspective

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    577.pdf (168.8Kb)
    Date
    2007-08
    Author
    Oberski, Iddo
    McNally, J.
    Metadata
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    Citation
    Oberski, I. & McNally, J. (2007) Holism in teacher development: A Goethean perspective, Teaching and Teacher Education, vol. 23, , pp. 935-943,
    Abstract
    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.
    Official URL
    https://doi.org/10.1016/j.tate.2006.07.009
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/577
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