Collaborative Professional Learning: An Exploration of Empathy in Early Childhood Teacher Education

Autor/inn/en	McGowan, Kevin; Christenson, Lea Ann; Muccio, Leah
Titel	Collaborative Professional Learning: An Exploration of Empathy in Early Childhood Teacher Education
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 1, S.111-121 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1801537
Schlagwörter	Professional Development; Self Evaluation (Individuals); Teacher Collaboration; Communities of Practice; Empathy; Perspective Taking; Accountability; Early Childhood Education; Young Children; Preservice Teacher Education; Preservice Teachers; Teacher Educators; Teacher Student Relationship; Parent Teacher Cooperation; Public Education; Reflective Teaching; Inquiry; Massachusetts; Maryland; Hawaii + Suchen Sie Ihr Suchwort? Lehrerkooperation; Community; Empathie; Zukunftsperspektive; Verantwortung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Öffentliche Erziehung; Master-Studiengang
Abstract	Three early childhood teacher educators from different institutions engaged in a collaborative self-study to explore the role of empathy in preservice teacher professional development. The two-fold purpose of the study was to: (1) develop and refine their practices to build teacher candidates' empathy in their interactions with children, families, and colleagues; and (2) reclaim accountability in teacher education by examining their practices in complex ways. They postulate that high-stakes testing, technology, and neoliberal education reforms influence their teacher candidates' abilities and willingness to apply empathy in the classroom. A deeper understanding of how teacher candidates understand and apply empathy provides avenues for teacher educators to navigate the tensions in school reform impacted contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01