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Temat for detta kvalitativa forskningsprojekt ar hur kollegiemoten anvands som forum for utvec klingsarbete i waldorfskolor. Den teoretiska utgangspunkten ar saval den forskning som framhaver ”Kollegialt larande” som utvecklingsmodell, som den som ar kritisk mot ett resultatinriktat synsatt pa kunskap. Artikeln bygger pa intervjuer med erfarna waldorfpedagoger kring hur kollegiearbete kan utveckla verksamheten. Deltagarna beror det sociala klimatet, fortbildning, vikten av praktiknara fragor, den muntliga traditionen inom waldorfskolan samt orsakerna till svarigheterna med att bedriva strukturerat utvecklingsarbete. Utvecklingsomraden och tankar kring framtida behov, samt vikten av att waldorfpedagogikens sarart blir tydlig i den pagaende skoldebatten tas ocksa upp av deltagarna. ABSTRACT English title: Teachers' Conferences as a Forum for Development Work in Waldorf Schools This is an article based upon a qualitative research project concerning how teachers’ conferences are used as a forum for development in Waldorf schools. The theoretical basis is both research that highlight Teaching Learning Communities as a model for development, as well as research that is critical towards a result­oriented perspective on knowledge. The article is built upon interviews with well­ experienced Waldorf teachers about how the teachers conference can develop the school organization. The participants discuss the social climate, further education, the importance of practice close questions, the oral tradition in Waldorf schools and the difficulties to conduct a structured development orientated work. They reflect upon areas for development and needs for the future and emphasize the importance of Waldorf schools having a strong voice in the on­going debate about school.

Lärarkollegiet som ett forum för utvecklingsarbete i waldorfskolor