Rejoinder to the Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs

Autor/in	McAllister, Gretchen
Titel	Rejoinder to the Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs
Quelle	In: Journal of Teacher Education, 74 (2023) 2, S.200-201 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231160376
Schlagwörter	Teacher Education; Teacher Educators; Preservice Teachers; Student Diversity; Cultural Pluralism; Empathy; Beliefs; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teacher education; Education; Kulturpluralismus; Empathie; Belief; Glaube
Abstract	After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still struggle in our preparation of effective teachers for all children. One positive step forward in this recent line of research has been the centering of empathy in a more critical frame cautioning us against the concept of inauthentic or false empathy, as well as questioning whether empathy is enough. [For "The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs," see EJ667202.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01