An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

Autor:	Deborah L. Cunningham
Rok vydání:	2009
Předmět:	Educational research Secondary education Teaching method media_common.quotation_subject Pedagogy Empathy Psychology Teacher education Education media_common
Zdroj:	Journal of Curriculum Studies. 41:679-709
ISSN:	1366-5839 0022-0272
DOI:	10.1080/00220270902947376
Popis:	This study reports the results of a case study of four teachers' beliefs about the nature of historical empathy and their means of cultivating such empathy in secondary school classrooms. The results of multiple interviews and lesson observations of history teachers in England suggest that teachers conceptualize empathy in bounded but not parsimonious ways, shaped by the realities of trying to teach it to students; that they select from broad repertoires of strategies, including major activities as well as small‐scale discourse strategies, heretofore largely unexamined; and that they recognize ways in which their empathetic goals exist in tension with other teaching aims, creating dilemmas they must manage rather than definitively resolve. Significant discrepancies between how these teachers actually think and practice and how empathy teaching is discussed in the educational literature suggest that research stands to benefit by attending more closely to teachers' ideas.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::77bcc29b60ec01007f5d93528e3d25ec https://doi.org/10.1080/00220270902947376 Zobrazit plný text záznamu