Exploring Educators' Experiences Regarding Empathy within Inclusive Classrooms

Autor/inn/en	de Klerk, Monique; de Klerk, Werner
Titel	Exploring Educators' Experiences Regarding Empathy within Inclusive Classrooms
Quelle	In: International Journal of Special Education, 33 (2018) 3, S.657-674 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusion; Regular and Special Education Relationship; Empathy; Teacher Attitudes; Teaching Experience; Women Faculty; Females; Interpersonal Competence; Disabilities; Context Effect; Foreign Countries; Faculty Development; Teacher Characteristics; Self Esteem; Teaching Skills; Student Needs; Creative Teaching; Barriers; South Africa + Suchen Sie Ihr Suchwort? Inklusion; Empathie; Lehrerverhalten; Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Interpersonale Kompetenz; Handicap; Behinderung; Ausland; Self-esteem; Selbstaufmerksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	An inclusive educational setting is a model in which educators must have empathic sensitivity, which will enable them to identify the different needs of the various learners. However, there is gap in research concerning educators' own experiences regarding empathy within inclusive classrooms. This qualitative study with a phenomenological research design thus aimed to identify, through the use of in-depth interviews, the educators' own empathic experiences within their inclusive classrooms in the Dr Kenneth Kaunda District in the North West Province, South Africa. A sample of seven female educators from three schools participated in this study. The data were analysed thematically, and the following main themes were identified: intrapersonal pre-proficiency of educators; interpersonal understanding for learners with disabilities; having adaptive skills; and situational aspects that play a role in the empathic experiences of educators. It was determined that future research should focus on more districts in order to gain better representations of the North West Province, also in other provinces to get a better representation of South Africa. In addition, a program must be developed in which educators are trained in the necessary empathic skills. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01