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Who will awaken Sleeping Beauty with a kiss?

Reflections on the role of Waldorf teacher education by Philipp Reubke.

Every day, countless people dedicate themselves to teaching and caring for the next generation. Millions of teachers and educators around the world work to help shape the culture and civilisation of the future. They prepare the treasures of our times in such a way that they will awaken the hidden treasures in the souls of children and young people – their aspirations, talents, and projects for the world of tomorrow.

But there are far too few of them. As one German newspaper put it: «Germany has a problem with its teachers, there are simply not enough of them.»1 In Switzerland, the Federal Statistical Office estimates that by 2031 there will be a shortage of 11,000 teachers.2 In the United States, 86% of public schools report teacher shortages. And in France, the new school year was described as beginning «under high stress,» with an unprecedented lack of teachers threatening the educational continuity of thousands of pupils.3

In Rudolf Steiner and Waldorf schools, the situation is often even more difficult. In terms of salaries, they generally cannot compete with state or other private schools. What remains is the motivation born of enthusiasm for Waldorf education. Yet Waldorf education can appear to many like a veiled, hundred-year-old princess, whose identity and features cannot be clearly seen. Some feel that there is nothing particularly engaging behind the veil, nothing worth discovering. After all, how complicated can Waldorf education really be? Surely you can become a competent Waldorf teacher after a few hours of mentoring and some online training?

It's hardly surprising, then, that many anthroposophical teacher education programmes struggle to attract enough students. At the same time, it is clear that these programmes have a crucial role to play. They are the ones that can communicate how Waldorf education is relevant in today’s world. By studying the anthroposophical view of the human being, by practising the arts, and by strengthening the capacity for observation, you gain a deeper understanding of the needs of today’s children and young people. With time dedicated to study, you can tap into your own pedagogical creativity. Where can this be experienced, if not in teacher education seminars and training centres?

When faced with these challenges, it’s important to stand together and strengthen cooperation between everyone involved. It’s especially important to cultivate collaboration between seminars and training centers and to intensify the cooperation of the national Waldorf associations.

The Pedagogical Section at the Goetheanum, the Hague Circle (International Council for Steiner Waldorf Education), and IASWECE (International Association for Steiner/Waldorf Early Childhood Education) all share a commitment to support the quality and vitality of Waldorf teacher education. For several years now, regular online meetings have been held to encourage the exchange of experiences among teacher educators worldwide (International Teacher Education Forum, ITEF).4 A booklet5 has been published to stimulate creativity in teaching and teacher education. In 2024, there was an international teacher educators’ conference at the Goetheanum; regional conferences were held in Taiwan and South America; and an international conference on Waldorf kindergarten trainings will be held in May 2026. The Hague Circle has published guidelines which set out minimum standards for Waldorf training institutions,6 while IASWECE has issued guidelines for training in Steiner Waldorf education in the first seven years of life.7 The revised Essential Characteristics/Guidelines for Waldorf Education8 and Essential Characteristics of Steiner/Waldorf Education for the Child from Birth to Seven9 are other valuable resources for teacher development.

These are all modest steps. But if these initiatives are taken up and if as many people as possible take part in these exchanges of experience, perhaps there will be waiting lists at all teacher education centres again in a few years.