The Role of Empathy in Teaching Culturally Diverse Students
The Role of Empathy in Teaching Culturally Diverse Students
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同理心在教育多元化学生中的作用
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
J. J. Irvine
中科院分区：
文献类型：
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作者：
Gretchen McAllister;J. J. Irvine
这项研究描述了 34 名执业教师的信念，即同理心在他们与不同文化的学生的教学中发挥着重要作用。同理心涉及认知、情感和行为成分，教师认为这些成分在他们的实践中得到了体现。所有这些教师都参加了旨在促进文化响应实践的多元文化专业发展计划。通过对超过 125 份文件的内容分析，教师实践中出现了三个主题：与文化多元化的学生进行更积极的互动、更具支持性的课堂氛围以及更多以学生为中心的实践。此外，老师们还讨论了他们在专业发展课程中最有价值的学习经历。其中包括跨文化模拟、文化沉浸之旅以及他们作为少数民族的经历。这项研究的结果强调了在教师教育和专业发展计划中创造教师和职前教师使用和培养同理心倾向和行为的环境的重要性。
This study provides a description of 34 practicing teachers’ beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice. All of these teachers had participated in a multicultural professional development program geared to fostering culturally responsive practice. Through a content analysis of more than 125 documents, three themes in teachers’practices emerged: more positive interactions with culturally diverse students, more supportive classroom climates, and more student-centered practices. In addition, teachers discussed their most valuable learning experiences in the professional development course. These included a cross-cultural simulation, cultural immersion trips, and their own experiences as minorities. The results from this study underscore the importance of creating contexts in teacher education and professional development programs in which teachers and preservice teachers use and nurture empathetic dispositions and behaviors.