ABSTRACT

Background: Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the capacity for tuning into and valuing someone’s intellectual and emotional experience within an epistemic activity—in ways that support student-centered instruction.

Methods: Using a case study approach, I examine the learning journey of one preservice teacher, Keith, who after having expressed strong skepticism about responsive teaching, came to value and take up responsive teaching in his instruction.

Findings: The analysis identifies epistemological and affective dynamics in Keith’s interactions with students and in his relationship with science that fostered his epistemic empathy. By easing his worries about arriving at correct answers, Keith’s epistemic empathy shifted his attention toward supporting students’ sensemaking and nurturing their relationships with the discipline.

Contributions: These findings highlights teachers’ affective experiences in the discipline as integral to their learning how to teach; they also call attention to epistemic empathy as an important aspect of and target for teacher learning.

摘要

背景：促进以改革为基础的教学的努力忽视了教师学习中情感的重要性。借鉴以前的工作，我认为教师在学科中的情感体验是他们学习如何教授学科不可或缺的一部分。此外，我建议教师体验的情感和认识论方面都可以帮助培养他们的认知同理心——在认知活动中调整和评估某人的智力和情感体验的能力——以支持以学生为中心的教学的方式。

方法：使用案例研究方法，我考察了一位职前教师 Keith 的学习历程，他在对响应式教学表示强烈怀疑之后，开始重视并在他的教学中采用响应式教学。

发现：分析确定了基思与学生互动以及他与科学的关系中的认识论和情感动态，这些动态培养了他的认知同理心。通过减轻他对正确答案的担忧，基思的认知同理心将他的注意力转移到支持学生的意义建构和培养他们与学科的关系上。

贡献：这些发现强调了教师在学科中的情感体验是他们学习如何教学不可或缺的一部分；他们还呼吁关注认知同理心作为教师学习的一个重要方面和目标。