NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1063717
Record Type: Journal
Publication Date: 2015-Jul
Pages: 29
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-0042-0859
Conflicts and Contradictions: Conceptions of Empathy and the Work of Good-Intentioned Early Career White Female Teachers
Warren, Chezare A.
Urban Education, v50 n5 p572-600 Jul 2015
Empathy is theorized to help teachers build strategic student--teacher relationships, develop productive parent partnerships, and acquire professionally informed social and cultural perspectives of students and families. However, this literature offers little empirical evidence regarding how practicing teachers conceive of and enact empathy in their work with students of color in urban schools. This article examines early career White female teachers' "conceptions" or beliefs about empathy, and how those conceptions inform their professional decision making. Findings suggest several conflicts and contradictions exist between teacher participants' conceptions of empathy's relevance to her teaching, and what they do in their actual teaching practice.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Interpersonal Reactivity Index