Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms

Autor/in	Warren, Chezare A.
Titel	Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms
Quelle	In: Urban Review: Issues and Ideas in Public Education, 46 (2014) 3, S.395-419 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0262-5
Schlagwörter	Empathy; Teacher Student Relationship; Feedback (Response); Pedagogical Content Knowledge; Whites; Secondary School Teachers; African American Students; Secondary School Students; Student Diversity + Suchen Sie Ihr Suchwort? Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; White; Weißer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler
Abstract	Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student--teacher interactions. Implications for teacher education and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10