The role of empathy in teaching culturally diverse students: a qualitative study of teachers' beliefs. (2000 AACTE Outstanding Dissertation Award ... An article from: Journal of Teacher Education
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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on November 1, 2002. The length of the article is 7050 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: This study provides a description of 34 practicing teachers' beliefs regarding the role, of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice. All of these teachers had participated in a multicultural professional development program geared to fostering culturally responsive practice. Through a content analysis of more than 125 documents, three themes in teachers' practices emerged: more positive interactions with culturally diverse students, more supportive classroom climates, and more student-centered practices. In addition, teachers discussed their most valuable learning experiences in the professional development course. These included a cross-cultural simulation, cultural immersion trips, and their own experiences as minorities. The results from this study underscore the importance of creating contexts in teacher education and professional development programs in which teachers and preservice teachers use and nurture empathetic dispositions and behaviors.
Citation Details
Title: The role of empathy in teaching culturally diverse students: a qualitative study of teachers' beliefs. (2000 AACTE Outstanding Dissertation Award Winner).(American Association of Colleges for Teacher Education)
Author: Gretchen McAllister
Publication:Journal of Teacher Education (Refereed)
Date: November 1, 2002
Publisher: Corwin Press, Inc.
Volume: 53 Issue: 5 Page: 433(11)
Distributed by Thomson Gale
From the author: This study provides a description of 34 practicing teachers' beliefs regarding the role, of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice. All of these teachers had participated in a multicultural professional development program geared to fostering culturally responsive practice. Through a content analysis of more than 125 documents, three themes in teachers' practices emerged: more positive interactions with culturally diverse students, more supportive classroom climates, and more student-centered practices. In addition, teachers discussed their most valuable learning experiences in the professional development course. These included a cross-cultural simulation, cultural immersion trips, and their own experiences as minorities. The results from this study underscore the importance of creating contexts in teacher education and professional development programs in which teachers and preservice teachers use and nurture empathetic dispositions and behaviors.
Citation Details
Title: The role of empathy in teaching culturally diverse students: a qualitative study of teachers' beliefs. (2000 AACTE Outstanding Dissertation Award Winner).(American Association of Colleges for Teacher Education)
Author: Gretchen McAllister
Publication:Journal of Teacher Education (Refereed)
Date: November 1, 2002
Publisher: Corwin Press, Inc.
Volume: 53 Issue: 5 Page: 433(11)
Distributed by Thomson Gale
