Practitioner inquiry: A year-long project in Taiwanese Waldorf schools

This practitioner-facing article describes a year-long teacher inquiry project carried out in 2024–2025 in Taiwanese Waldorf schools. The project was developed through collaboration between the Taiwanese Federation of Waldorf Schools and the Center for Waldorf Education at National Tsing Hua University, and involved around twenty teachers from several Waldorf schools across Taiwan. Rather than aiming to produce formal academic research outputs, the project created a supported community of practice in which teachers identified questions from their own classrooms, tried small changes, documented what happened, and reflected with colleagues. The article discusses the project design, the value of cross-school exchange, the role of documentation and reflection, and the ways in which teacher inquiry can contribute to professional development and renewal within Waldorf education. The article is intended as a resource for teachers, school communities, Waldorf organisations and others interested in practitioner inquiry, classroom-based reflection and collaborative forms of teacher professional learning.