ERIC Number: EJ1170008
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Warren, Chezare A.
Journal of Teacher Education, v69 n2 p169-183 Mar 2018
Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers' capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that help connect teacher candidates' knowledge of students and communities to development of efficacious physical habits, tendencies, and trends in observable behavior or "teacher dispositions". The application of empathy operationalized through perspective taking is one such model useful to preparing teacher candidates to make professional decisions that produce evidence of CRP. Engaging teacher candidates in "perspective taking"--adopting the social perspectives of others as an act and process of knowing--invites them to obtain (and reason with) new knowledge of students and the sociocultural context where she or he will teach. Recommendations for modeling and practicing perspective taking in teacher education are discussed.
Descriptors: Empathy, Teacher Characteristics, Personality Traits, Culturally Relevant Education, Preservice Teachers, Preservice Teacher Education, Perspective Taking, Models, Multicultural Education, Field Experience Programs, Race, Diversity (Institutional), Equal Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A