This article provides a glimpse into what it means to be a Steiner teacher, drawing on research we have undertaken into Steiner schools in England. The distinctiveness of the philosophical context of Steiner teaching is highlighted, as well as aspects of curriculum, pedagogy and the collegial leadership of Steiner schools. Whilst not without its challenges, Steiner education offers an instructive and thought-provoking alternative to contemporary trends. |
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PHILIP A. WOODS, GLENYS J. WOODS (2006) In Harmony with the Child: the Steiner teacher as co-leader in a pedagogical community, FORUM, 48(3), 317-328. http://doi.org/10.2304/forum.2006.48.3.317 |
