在臺灣華德福教育環境中辨識潛在的變革需求：一項試點研究

Identifying the Potential Need for Change in Waldorf Settings in Taiwan: A Pilot Study

研究目的
本研究是一項前導計畫，旨在邀請一群臺灣華德福教師以及對華德福教育感興趣的人士，辨識出他們對臺灣華德福教育面臨的問題和關注點。透過確定這些關切領域和未來發展的需求，旨在為更全面、更具代表性的研究奠定基礎。
研究設計／方法／取徑
本研究將邀請函發送給41名曾參加國立清華大學華德福教育碩士課程的在學或是以前的學生，最終收到15份回覆，回應率為37%。採用匿名網上問卷收集方式，提供繁體中文和英文兩種語言（該課程的教學語言）的問卷，除詢問參與者所屬或任職的教育階段（幼兒教育、小學或中學）之外，未要求提供其他人口統計訊息。回覆內容通過主題分析，旨在提取並識別重複出現的問題。
研究發現或結論
本研究最顯著的發現是：有效的初始和持續的教師培訓對於華德福教師的重要性。第二個主題是課程設計，主要是針對臺灣本土化的需求、數位技術的整合，以及課程內容中多樣性的提升等方面進行設計，包括如何處理課堂中的挑戰性情境、權力關係的不平衡，以及如何建立與家長的有效關係的策略等其他關注點。
研究的原創性／價值
本調查主要是作為初步的基礎性圖像，旨在提供需要深入研究的主題的初步訊息，並指出學校和幼兒教育機構可以著手解決、發展並強化的共同主題。此研究為清華大學的學生提供了發聲機會，讓他們得以概述臺灣華德福教育面臨的挑戰。調查結果亦凸顯了許多值得進一步探討的問題。
教育政策建議與應用
本研究所提出的關注點可在個人、機構或國家層面上加以處理，並可作為對話和潛在合作的焦點。其中，有幾個關鍵領域需要進一步探討，特別是有效的初任教師培育方法、教師福祉、臺灣華德福教師的人口統計、課程設計問題，以及教師的技能提升和專業發展等方面。

Research Purpose
This pilot project asked a group of Taiwanese Waldorf teachers and those interested in Waldorf education to identify the issues and concerns they perceived regarding Waldorf education in Taiwan. By identifying areas of concern and future development needs, this pilot lays the foundation for a more robust and representative study.
Research Design/Method/Approach
Invitations to participate were sent to 41 current and former students of the Waldorf Education master’s program offered by the National Tsing Hua University in Hsinchu, and 15 responses were received (response rate: 37%). The results were gathered through an anonymous online survey available in Traditional Chinese and English. No demographic information was requested outside of the school level that participants associated with or were employed in (i.e., early childhood, primary, or secondary). The responses were analyzed thematically to isolate and identify recurring topics.
Research Findings or Conclusions
The strongest finding was the importance of effective initial and ongoing teacher education for Waldorf teachers. The second major theme was the curriculum—in particular, the importance of localization in the Taiwanese context, inclusion of digital technologies, and increased representation of diversity. Additional observations regarding areas of concern highlighted the management of challenging situations in the classroom, imbalances in power dynamics, and strategies to foster effective relationships with parents.
Research Originality/Value
The survey served as a preliminary mapping exercise to identify topics that merit further investigation and highlight the general themes that schools and other early childhood settings can address, work on, and strengthen. It gave NTHU students a voice to identify challenges in providing Waldorf education in Taiwan. Their responses highlighted several issues that warrant further exploration.
Educational Policy Recommendations and Applications
The concerns identified in this study can be taken up individually at the institutional and/or national level and can act as focal points for dialogue and possible collaborative work. Several key areas for further investigation emerged, such as effective approaches to initial teacher education, teacher well-being, demographics of Taiwanese Waldorf educators, curriculum-related issues, and teachers’upskilling and professional development.