Literaturnachweis - Detailanzeige
| Autor/inn/en | Meyers, Sal; Rowell, Katherine; Wells, Mary; Smith, Brian C. |
|---|---|
| Titel | Teacher Empathy: A Model of Empathy for Teaching for Student Success |
| Quelle | In: College Teaching, 67 (2019) 3, S.160-168 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Meyers, Sal) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| DOI | 10.1080/87567555.2019.1579699 |
| Schlagwörter | College Faculty; Teacher Attitudes; Teacher Characteristics; Empathy; Teacher Student Relationship; Caring; College Students; Student Behavior; Course Content; Teacher Response |
| Abstract | This paper defines teacher empathy, argues that teacher empathy enhances student learning, and offers suggestions for increasing teacher empathy. Teacher empathy is the degree to which an instructor works to deeply understand students' personal and social situations, to feel care and concern in response to students' positive and negative emotions, and to respond compassionately without losing the focus on student learning. Teacher empathy is communicated to students through course policies as well as the instructor's behavior toward students. To increase teacher empathy, we review non-pejorative explanations for undesirable student behavior (e.g., fear of failure), and we suggest ways in which faculty can learn about their students and can structure course policies to increase teacher empathy. Ultimately, we call for research on teacher empathy and student learning. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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