Imaginative teaching and learning in Waldorf classrooms

Abstract

Abstract. This paper seeks to provide insight into the undergraduate research programme at the Centre for Creative Education in Cape Town, South Africa, a fully accredited provider of Waldorf teacher education. In our experience, qualitative research is a challenging process for first-time student researchers. First, there is a description of the research programme, innovatively developed over the past eight years. This is followed by the students reporting on their experience in carrying out the different aspects of the programme. Next, a summary description of the key findings of the thirteen final-year students of 2013 is given, followed by bringing together their reflections on the theme of their investigations: imaginative teaching and learning. In reporting on the process and findings made, the paper seeks to provide evidence of the value of undergraduate research as an essential element in pre-service teacher development. Keywords: teacher education, student research, imagination, teaching practice