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

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

CECP GSO Research Exchange Conference 2011

The following literature review discusses potential non-medical benefits that may result from child and adolescent interaction with animals, and the practitioner or educator preferences regarding animal species used in Applied Animal Therapy. Discussed below are a variety of research study findings regarding the potential relationships between human-animal interactions and the various social, cognitive, emotional, behavioral, and personality developmental aspects in children and adolescents. These studies looked at human-animal interactions in the school setting, in therapy settings using AAT, and in the family home settings regarding companion animals/pets. The animals involved in these studies include horses, dogs, cats, rabbits, fish, and other aquarium-dwelling species. Interaction with and preference for horses yielded the most significant benefits with child/adolescent development, followed closely by interaction with and preference for dogs. These studies address multiple factors including the owner attachment levels to the animals, child/adolescent preferences for specific species or no animals at all, and past/present history of household pet ownership. The research also addresses many aspects to child and adolescent development including, memory, focus/distractibility, self-confidence, self-esteem, social skills, attachment issues, depression, aggressiveness, and most notably empathy. The findings relay the positive impact that human-animal interactions can and do have on many aspects of child and adolescent development in many different circumstances. These studies showed that there is a positive relationship between child-animal interactions and child development, which is supported by researches, parents, and teachers

Assessment in the interpersonal domain: Experiences from empathy assessment in medical education

Frameworks for the teaching and assessment of 21st-century skills commonly recognise the importance of learning and skill development in the interpersonal domain. They also usually acknowledge the challenge of reliably and validly assessing students in this domain. In the field of medical education and in selecting students for medical courses, the concept of empathy has become central to representing the particular interpersonal understandings and skills expected of students and practising doctors. Attempts to assess these attributes during medical training are just as challenging as in school contexts. This presentation draws on several years’ experience of working with medical educators to consider how empathy has been conceptualised, taught and assessed by educators. This analysis explores three common assessment approaches: self-report, performance examinations, and longitudinal observation and judgement in the clinical context. Each approach addresses important aspects of empathy and interpersonal skills. Each also has its limitations, although the self-report approach has emerged as the more widely known and used in medical education. Much still remains to be understood about making meaningful and valid use of observational judgements in the assessment of empathy, and, by extension, the interpersonal domain. In the meantime, useful guidance for teachers assessing interpersonal skills in the classroom may be found in alternative learning frameworks currently used in professional education that precede the 21st-century skills movement

Kindness in memorable university teachers

The article presents some insights derived from research on ‘good teaching practices’ in the context of the School of Humanities, Mar del Plata State University, Argentina. He professor in charge of the ‘Introduction to Philosophy’ course has been signaled as ‘memorable’ by her advanced students, and thus become part of the investigation. In her classes, the relationship with the students entails peculiar ethical dimensions, and hospitality is one of the categories involved in her didactic proposal. Much data has been gathered through ethnographic reports of classwork, interviews, surveys and analysis of reference materials, which aims at throwing light into good teaching at university, as part of the investigation conducted by the Research Team on Education and Cultural Studies (GIEEC) in this University.Fil: Porta Vazquez, Luis Gabriel. Universidad Nacional de Mar del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Flores, Graciela Nelida. Universidad Nacional de Mar del Plata; Argentin

Empathy as a Christian Calling

This essay focuses on the recent study of care in my teaching, and the role empathy plays in enacting an ethic of care. Using current research in empathy, along with reflections on my own teaching practice, the ACTS model offers some practical ways to foster and model empathy in teaching. Several case studies exemplify this approach within a variety of educational settings. Current brain research is also explored in the discussion of the model in this essay

Efektifitas Proses Belajar Mengajar Pada Sekolah Dasar Negeri 13 Gugus II Kecamatan Palu Selatan Kota Palu

The research was based on the there is limitednes in learning and teaching process and teachers\u27 and realization program that influenced toward school effectiveness. This was a descriptive research with qualitative approach and employing effectiveness concept in an organization. The date from receive informans which edefinite olready porposif with method, intervieu and study observation empathy document. There were 7 informants involved consisting of a principle and teachers. The research showed that the principle had run supervision function whereas the teachers functioned as principle staff that run the learning and teaching process in the class olready the run and fine ol trough in limitedness. Besides, the effectiveness of school not yet optimum, was not only influenced by staff leadership, learning process, staff development, the pupose and expectation of the school, school climate, self control and communication and parents invalvement, but also influenced by the availability of facility of facillity and incentive

Game-Based Teaching Methodology and Empathy in Ethics Education

This article describes the experience of a group of educators participating in a graduate course in ethics. Playing role playing games and the work accompanying that play were the predominate methodology employed in the course. An accompanying research study investigated the lived experiences of the course participants. Themes that emerged from interview data included student engagement, participants’ applications, empathy development, and reactions to professor modeling

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 6, Issue 1, Winter 2017

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

An investigation of first grade elementary teacher candidates’ perceptions of their teaching profession competencies: A mixed method study

Although teaching profession has lost its prestige over the years, the recent studies demonstrate that teaching still ranks among the top of most respected of professions. Teacher candidates’ individual characteristics play a crucial role in choosing teachers and designing curriculum for educating teacher candidates. The present study is of vital importance to identify the perceptions of first grade teacher candidates enrolled in Faculty of Education towards teaching profession and whether they have teaching competencies needed or not. In this research, a mixed research, sequential explanatory mixed design was utilized in which both quantitative and qualitative data were analyzed together. The quantitative data were collected through using teaching competency scale for teacher candidates and afterwards quantitative data was statistically analyzed. It was thus attempted to draw a general picture of the research problem. According to the results obtained, an in-depth analysis of teacher candidates’ perceptions of teaching competencies was required. Employing quantitative data, purposive sampling was identified and semi-structured interviews were carried out with the participants in the purposive sampling. The unidimensional scale developed by [1] and adapted into Turkish by [2] was employed for data collection in the quantitative stage of the research. When viewing teacher candidates’ perceptions on their teaching competencies, first grade teacher candidates stated that they perceive themselves competent in terms of attitude and values and vocation skills. © 2018 by authors, all rights reserved

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches