ERIC Number: EJ1282553
Record Type: Journal
Publication Date: 2021
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
Collaborative Professional Learning: An Exploration of Empathy in Early Childhood Teacher Education
McGowan, Kevin; Christenson, Lea Ann; Muccio, Leah
Journal of Research in Childhood Education, v35 n1 p111-121 2021
Three early childhood teacher educators from different institutions engaged in a collaborative self-study to explore the role of empathy in preservice teacher professional development. The two-fold purpose of the study was to: (1) develop and refine their practices to build teacher candidates' empathy in their interactions with children, families, and colleagues; and (2) reclaim accountability in teacher education by examining their practices in complex ways. They postulate that high-stakes testing, technology, and neoliberal education reforms influence their teacher candidates' abilities and willingness to apply empathy in the classroom. A deeper understanding of how teacher candidates understand and apply empathy provides avenues for teacher educators to navigate the tensions in school reform impacted contexts.
Descriptors: Professional Development, Self Evaluation (Individuals), Teacher Collaboration, Communities of Practice, Empathy, Perspective Taking, Accountability, Early Childhood Education, Young Children, Preservice Teacher Education, Preservice Teachers, Teacher Educators, Teacher Student Relationship, Parent Teacher Cooperation, Public Education, Reflective Teaching, Inquiry
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts; Maryland; Hawaii
Grant or Contract Numbers: N/A