ABSTRACT
Current empirical research on Waldorf education focuses almost exclusively on the profession of the Waldorf class or grades teacher. The grades teacher as a specific type of pedagogue that does not exist in other school forms, mainstream or independent, seems to be most suited to scrutinize the reality and implications of Waldorf education. This chapter asks how the grades teacher principle envisaged by Rudolf Steiner can be justified under today's very different social conditions, including aspects such as the earlier onset of adolescence and expectations of professional competence. It focuses on the eight-year duration of the grades teacher period and the grades teacher's authority, two issues that have attracted particular criticism and that can exemplify the whole problem of the professional image of the Waldorf teacher and especially of the Waldorf grades teacher. The few existing “internal” Waldorf publications confirm that teaching seventh and eighth grades is a rewarding and enriching experience for grades teachers.
