ABSTRACT

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.

摘要

来自不同机构的三名幼儿教师教育者进行了协作式自学，以探讨共情在职前教师专业发展中的作用。该研究的两个目的是：1）发展和完善他们的做法，以建立应聘者与孩子，家庭和同事的互动中的同理心； 2）通过以复杂的方式检查他们的做法，在教师教育中追究责任。他们认为高风险的考试，技术和新自由主义的教育改革会影响他们的应聘者的能力和在课堂上施加同理心的意愿。对教师应聘者如何理解和运用同理心的更深入了解为教师教育者提供了途径，以应对受学校改革影响的环境中的紧张局势。