Abstract
This article examines a unique model of teacher education that integrates training in the spirit of Waldorf Education with academic teacher training within an accredited higher-education institution. Drawing on the case of the Waldorf program at The David Yellin College of Education in Jerusalem, it explores the philosophical foundations of Waldorf Education, the characteristics of its teacher training approach, and the profile and experiences of students enrolled in the program.
The paper analyzes both the shared elements and the tensions between Waldorf and academic paradigms, particularly regarding aims of education, modes of learning, artistic practice, assessment, and research orientation. It argues that while the combination offers the potential for a rich “best of both worlds” model, it also poses significant challenges that require ongoing dialogue, mutual respect, and careful balancing.
Keywords: Waldorf Education, Teacher Training, Anthroposophic Pedagogy, Academic Education, Holistic Education