同理心在多元文化学生教学中的作用:教师信念的质性研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-03-01 DOI:10.1177/00224871231160376

Gretchen McAllister

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引用次数: 6

摘要

20年来，教师教育中的移情研究取得了长足的发展。这一概念最初在我们20年前的文章中探讨，提出了关于移情类型及其对培养具有文化响应能力的教师的潜在影响的问题。尽管对同理心的研究增加了三倍，但教师教育工作者仍在努力为所有儿童培养有效的教师。最近这一研究领域向前迈出的一个积极步骤是，将同理心放在一个更关键的框架中，提醒我们不要使用虚假或虚假的同理心的概念，并质疑同理心是否足够。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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

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.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).