The Self Stepping into the Shoes of the Other: Understanding and Developing Self-Perceptions of Empathy among Prospective Physical Education Teachers through a Special School Placement

Autor/inn/en	Maher, Anthony J.; Morley, David
Titel	The Self Stepping into the Shoes of the Other: Understanding and Developing Self-Perceptions of Empathy among Prospective Physical Education Teachers through a Special School Placement
Quelle	In: European Physical Education Review, 26 (2020) 4, S.848-864 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maher, Anthony J.) ORCID (Morley, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X19890365
Schlagwörter	Self Concept; Empathy; Preservice Teachers; Physical Education Teachers; Students with Disabilities; Special Schools; Placement; Learning Experience; Affective Behavior; Student Attitudes; Inclusion; Nonverbal Communication + Suchen Sie Ihr Suchwort? Selbstkonzept; Empathie; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Betriebspraktikum; Praktikum; Lernerfahrung; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Inklusion; Non-verbal communication; Nonverbale Kommunikation
Abstract	Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers' self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: "Stepping into the shoes of the Other"; "Frustrated 'for' not 'with' pupils with disabilities"; "Empathy for planning inclusive lessons and 'reading' pupil body language"; and "Knowing when not to show empathy." All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01