Waldorf Education in the Netherlands

The research question of this study is: How has Waldorf education in the Netherlands developed since the foundation of the first Dutch Waldorf school in 1923? The aim of this chapter is to identify and describe the discourse about Waldorf education in the Netherlands. Currently, there are over 18,500 students at 97 Waldorf primary schools and 27 Waldorf secondary schools in the Netherlands. With solid national rankings, Waldorf education has, in the last decades, been seen by parents as a good school with room for creativity and broad personal identity development of children. What is unique in the Netherlands is that both public and non-public schools are fully financed by the Dutch government. Waldorf education has gained popularity over the years and is accepted in Dutch society. Especially in the last decade, the number of Waldorf schools and students increased. In terms of worldview or the role of anthroposophy, Waldorf education has developed in the last century towards multiple perspectives and interpretations of the core principles or concepts of Waldorf education. The role and interpretation of anthroposophy varies within and among Waldorf schools

Identity learning of beginning teachers

Identity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogueIdentity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogue.</p

Real-time teacher–student interactions: A Dynamic Systems approach

AbstractTeacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-dimensional construct, a blend of Agency and Communion. Our results indicated that interpersonal content and complementarity discriminated between teachers, and that interpersonal structure did not. Measuring these characteristics seems promising to understand differences in teacher–student relationships

Картографический метод в изучении территориального рекреационного неравенства

This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards were collected and analyzed using appraisal and interpersonal circumplex theory. Results show a variety of interpersonal identity standards, although the majority of the teachers mentions standards focusing on the codes steering and being friendly. The situation “reacting to student positive behavior” evoked most appraisals that confirmed identity standards. For 13 of the 29 teachers, their identity standard matched with their appraisals. In most cases, however, this match was only to some extent (10 teachers) and sometimes not at all (six teachers). The results suggest that teachers can enhance their relationship with students by becoming more aware of the meanings teachers attach to this relationship in specific situations

Identiteitsleren van startende leraren

Identity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogu

Experienced teachers dealing with issues in education: a career perspective

This article reports on a qualitative study on the issues experienced teachers may encounter in everyday teaching practice. Some issues may possibly originate at the beginning of a career and continue to be a struggle during their career. Data were collected among 20 mid- and late career teachers from eight secondary schools. The results showed that at the current moment in their career, respondents of this study particularly recognised three issues: teacher–parent interaction, teaching versus other tasks and private life versus work. Teachers seldom talk about their issues, but more often than not they try to find a solution themselves or put up with the situation