This article presents findings from a study that used qualitative and quantitative measures in order to assess the quality of instruction in an innovative teacher training program at the David Yellin Teacher Training College in Jerusalem. The program aims to prepare future teachers to deal effectively with the emotional and educational needs of students in processes of risk and dropout. The researcher engaged in in-depth interviews with students and staff members, as well with comparative interviews with students and staff from a similar college who did not train its teachers with this approach. An identical questionnaire was administered in both colleges. It was found that indeed, the training at the David Yellin College prepared students effectively to work with at risk students. The future teachers felt that they have tools to penetrate the sometimes closed and confined world of at risk students. The questionnaires also showed significant differences, in favor of the David Yellin students, in the psychological and pedagogical readiness areas. We conclude that the psycho-social approach at the Yellin College seems to train educators to take into account societal, familial, and cultural aspects of each child’s learning style and capacity.
|Keywords:||Assessment of Training Program, Psychosocial Approach, Teacher Training|
Dean of Students, College Management, The David Yellin College of Education, Jerusalem, Israel, Israel