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Artículos de revistas sobre el tema "Empathy in teaching"

Autor: Grafiati

Publicado: 7 de junio de 2025

Última modificación: 2 de agosto de 2025

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1

Osadcha, Elena. "Empathic Communication in the Process of Teaching English." International Letters of Social and Humanistic Sciences 58 (September 2015): 117–22. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.117.

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The aim of this study is to analyze the ways empathy influences the effectiveness of the process of teaching English. The problem of empathic communication in the educational process is considered. The genesis of the concept of empathy is traced in behaviorism, psychoanalysis and in humanistic psychology. The aspects of empathy are distinguished and characteristics of the empathic process are determined. The role of empathy in the educational process and in the teacher’s behaviour is described. The significance of empathy in intercultural communication of English learners is assessed.

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Philips, Amy. "Empathy in teaching staff across educational settings." Psychology of Education Review 44, no. 2 (2020): 89–94. http://dx.doi.org/10.53841/bpsper.2020.44.2.89.

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Empathy is an important social function which aids understanding and communication. Previous studies have shown that individual differences in empathy level can be found in the general population, and that empathy differs between individuals from different STEM/Non-STEM professions. Little was known regarding teacher empathy. This paper explores levels of empathy across three groups: mainstream teachers, non-mainstream teachers (e.g. from special schools) and the general population (as a control). Self-reported empathy (EQ) scores were higher for teachers than the general population, while tea

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3

Shushok, Frank. "On Teaching Empathy." About Campus 20, no. 3 (2015): 2. http://dx.doi.org/10.1002/abc.21191.

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VanCleave, Diane S. "Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training." Advances in Social Work 17, no. 2 (2017): 369–89. http://dx.doi.org/10.18060/21087.

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The difficulty in comprehending the epistemology of empathy lies in shifting paradigms which have resulted in empathy being viewed as vague and elusive. Such elusive understanding of empathy has confused research, practice, and advancement of therapeutic principles. Empathy is the core of all social and intellectual transformation. Humankind is biologically programmed to use empathy for survival, health, and well-being. Pursuing and understanding empathy frees human capacity for wisdom. Studying the epistemology of empathy is operationally and scientifically relevant in the synthesis of an emp

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5

Biewald, Mollie. "Trying: On Teaching Empathy." Journal of Graduate Medical Education 13, no. 5 (2021): 727–28. http://dx.doi.org/10.4300/jgme-d-21-00417.1.

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6

Armstrong, Craig E. "Teaching Innovation Through Empathy." Management Teaching Review 1, no. 3 (2016): 164–69. http://dx.doi.org/10.1177/2379298116636641.

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Griffin, John W. "Teaching and learning empathy." Nature Clinical Practice Neurology 2, no. 10 (2006): 517. http://dx.doi.org/10.1038/ncpneuro0301.

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Hewitt, Claudette, Matthew Beech, Oliver Watson, and Bavidra Kulendrarajah. "Teaching empathy with literature." Medical Teacher 41, no. 7 (2018): 845. http://dx.doi.org/10.1080/0142159x.2018.1529410.

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9

Burcher, Paul. "Beyond Empathy: Teaching Alterity." Canadian Journal of Bioethics 1, no. 2 (2019): 18–21. http://dx.doi.org/10.7202/1058265ar.

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10

Jordan, Judith V., and Harriet L. Schwartz. "Radical Empathy in Teaching." New Directions for Teaching and Learning 2018, no. 153 (2018): 25–35. http://dx.doi.org/10.1002/tl.20278.

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11

Lecat, Paul, Naveen Dhawan, Paul J. Hartung, Holly Gerzina, Robert Larson, and Cassandra Konen-Butler. "Improving Patient Experience by Teaching Empathic Touch and Eye Gaze: A Randomized Controlled Trial of Medical Students." Journal of Patient Experience 7, no. 6 (2020): 1260–70. http://dx.doi.org/10.1177/2374373520916323.

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Background: Empathy is critical for optimal patient experience with health-care providers. Verbal empathy is routinely taught to medical students, but nonverbal empathy, including touch, less so. Our objective was to determine whether instruction encouraging empathic touch and eye gaze at exit can impact behaviors and change patient-perceived empathy. Materials: A randomized, controlled, double-blinded trial of 34 first-year medical students was conducted during standardized patient (SP) interviews. A video either encouraging empathic touch and eye gaze at exit or demonstrating proper hand hyg

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12

Levi-Keren, Michal, Gabriella Landler-Pardo, Yehudith Weinberger, and Rinat Arviv Elyashiv. "Simulation-Based Learning as a Tool for Assessing and Fostering Awareness of Empathic Patterns in Teacher Education." Education Sciences 14, no. 12 (2024): 1338. https://doi.org/10.3390/educsci14121338.

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Simulation-Based Learning (SBL) in education has demonstrated significant potential in preparing participants to effectively address future challenges in a dynamic and ever-changing world. Empathy, as a multidimensional skill, is fundamental to successfully navigate these complex situations. This study aims to assess the effectiveness of SBL in enhancing student teachers’ awareness and understanding of empathy’s multifaceted nature. Using a quasi-experimental design, 232 students participated in courses that integrated empathy instruction with simulation workshop experiences. The students used

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Baker, Diane F. "Teaching Empathy and Ethical Decision Making in Business Schools." Journal of Management Education 41, no. 4 (2017): 575–98. http://dx.doi.org/10.1177/1052562917699028.

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Researchers in behavioral ethics seek to understand how individuals respond to the ethical dilemmas in their lives. In any given situation, multiple social and psychological variables interact to influence ethical decision making. The purpose of this article is to explore how one such variable, empathy, affects the ethical decision-making process and to identify specific instructional strategies that both increase empathy and challenge students to consider the role that empathy plays in their own decisions. Two learning activities are described. The first requires students to recommend median

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14

Zhu, Honglin. "From Intercultural Awareness to Intercultural Empathy." English Language Teaching 4, no. 1 (2011): 116. http://dx.doi.org/10.5539/elt.v4n1p116.

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This article is concerned with the incorporation of teaching culture into EFL teaching and learning, with a focus on the cultivation of culturally empathic ability for Chinese learners. The article first holds a discussion on the significance and basic concepts concerning intercultural empathy. Furthermore, it makes an attempt to analyze the barriers encountered by Chinese learners in developing culturally empathic ability. Finally, it tries to offer some suggestions and techniques.

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Raatikainen, Eija, Leigh Anne Rauhala, and Seija Mäenpää. "Qualified Empathy." Sosiaalipedagoginen aikakauskirja 18 (November 30, 2017): 113–21. http://dx.doi.org/10.30675/sa.65404.

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Studies have shown that when clients experience empathy during their interactions with empowerment professionals, the results of the work are better (Gerdes & Segal 2011). Empathy has also been shown to reduce burnout and protect against secondary traumatic stress in professionals (Wagman, Geiger, Shockley & Segal 2014). This analysis examines and asks what an empowering professional is and what ”qualified” empathy is all about? How can it be learned and taught effectively in higher education contexts? In this paper, we will describe how teaching and learning to use empathy has been a

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Laughey, William F., Jane Atkinson, Alison M. Craig, et al. "Empathy in Medical Education: Its Nature and Nurture — a Qualitative Study of the Views of Students and Tutors." Medical Science Educator 31, no. 6 (2021): 1941–50. http://dx.doi.org/10.1007/s40670-021-01430-8.

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Abstract Context Medical education is committed to teaching patient centred communication and empathy. However, quantitative research suggests empathy scores tend to decline as students progress through medical school. In qualitative terms, there is a need to better understand how students and tutors view the practice and teaching of clinical empathy and the phenomenon of empathic erosion. Methods Working within a constructivist paradigm, researchers thematically analysed the individual interview data from a purposive sample of 13 senior students and 9 tutors. Results The four major themes wer

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Thuy, Tran Thi, Pham Trut Thuy, and Le Thanh Thao. "Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context." International Journal of Learning, Teaching and Educational Research 23, no. 1 (2024): 39–58. http://dx.doi.org/10.26803/ijlter.23.1.3.

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In the current landscape of global education, the importance of understanding and effectively integrating emotional intelligence into teaching practices has gained significant attention. Within this framework, the role of empathy in teaching is emerging as a crucial component, particularly in English as a Foreign Language (EFL) settings where cultural and linguistic barriers present unique challenges. This study delves into the intricate role of empathy in EFL teaching, particularly within the Mekong Delta region. Employing qualitative research methods, in-depth interviews with 10 EFL educator

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18

Shin, Keonho, and Hyorim Lee. "Mediating Effect of Empathy in the Relationship between Preservice Early Childhood Teachers' Teaching Ethics and Children's Rights." Korean Society of Culture and Convergence 45, no. 12 (2023): 1493–503. http://dx.doi.org/10.33645/cnc.2023.12.45.12.1493.

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The paper attempted to investigate the relationship among preservice early childhood teachers' teaching ethics, empathy, and children's rights. The study involved 101 preservice early childhood teachers from a university in Gyeonggi-do, and data was collected through a questionnaire and analyzed using regression analysis. The key findings are summarized as follows: First, the analysis revealed a positive correlation between teaching ethics, empathy, and children's rights. Second, teaching ethics and empathy were identified as significant variables that affect children's rights. Third, the stud

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19

Kuhnly, Joan Esper, Jessica Holden, Lynn Shelley, and Nicole Kuhnly. "Evaluation of Simulation Learning to Promote Empathy in Nursing Students Across the Curriculum: A Mixed Method Study." International Journal for Human Caring 28, no. 4 (2024): 193–204. https://doi.org/10.20467/ijhc-2022-0026.

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Empathy is a foundational nursing principle necessary for caring. Limited data exist on the effective methods for teaching empathy. Six simulation activities were conducted (stool/ostomy, stroke, hearing voices, pregnancy, poverty, and bedpan/adult diaper) with nursing students across multiple education levels, yielding 138 simulations. Quantitative analyses compared the Toronto Empathy Questionnaire scores pre- and postsimulation. Krippendorff’s content analysis identified 3–11.2 empathic statements per reflective journal after four simulations. Colaizzi’s phenomenological analysis resulted i

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Myerscough, Philip. "The Teaching/Learning of Empathy." Journal of the Royal College of Physicians of Edinburgh 47, no. 4 (2017): 397–98. http://dx.doi.org/10.1177/147827151704700406.

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Carter, Holly, and Zoe Barnstone-Clark. "Teaching Empathy Through Documentary Films." Childhood Education 98, no. 4 (2022): 62–67. http://dx.doi.org/10.1080/00094056.2022.2108297.

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Barnbaum, Deborah R. "Teaching Empathy in Medical Ethics." Teaching Philosophy 24, no. 1 (2001): 63–75. http://dx.doi.org/10.5840/teachphil20012414.

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Batt-Rawden, Samantha A., Margaret S. Chisolm, Blair Anton, and Tabor E. Flickinger. "Teaching Empathy to Medical Students." Academic Medicine 88, no. 8 (2013): 1171–77. http://dx.doi.org/10.1097/acm.0b013e318299f3e3.

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24

Romm, J. "Teaching empathy, learning about equanimity." Archives of Women's Mental Health 10, no. 3 (2007): 91–92. http://dx.doi.org/10.1007/s00737-007-0183-y.

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25

LEE, Eun Ji. "The Significance of Cultural Empathy in Border area Schools : A case study of the Thailand-Myanmar Border area." Association of Global Studies Education 16, no. 4 (2024): 65–92. https://doi.org/10.19037/agse.16.4.03.

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Cultural empathy refers to the ability to understand and emotionally empathize with the experiences of others who have different cultures or ethnic backgrounds. Border regions are places where groups with diverse cultural backgrounds live together due to immigration, and it is a place where cultural empathy is easily found and its importance is even more demanded. This study analyzed the elements of cultural empathy found in schools located in the Thailand-Myanmar border region based on the teacher's experience and teaching journey by utilizing autoethnography, and presented the significance o

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26

Ütkür, Nur. "Determination of the Empathy Levels of Prospective Classroom Teachers: An Example of the Life Skills Teaching Course." Acta Educationis Generalis 9, no. 3 (2019): 89–104. http://dx.doi.org/10.2478/atd-2019-0015.

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Abstract Introduction: The concept of empathy has been described in many ways by researchers. According to some, it is the basic cognitive function or ability of being aware of others’ thoughts and feelings. Empathy refers to being able to respond to emotions, sharing the feelings of individuals, and reflecting them as if in a mirror. It also helps to establish good relationships with people, to understand them, and share their feelings. The use of empathy in the classroom, especially in life skills courses help students to make connections between school and everyday life. Methods: This study

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Posokhova, S. T., M. Kh Izotova, and M. V. Zemlyanykh. "Pedagogical empathy as a professional resource to create an inclusive environment." SHS Web of Conferences 87 (2020): 00060. http://dx.doi.org/10.1051/shsconf/20208700060.

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The article is devoted to one of the most important components of interpersonal communication between teachers and students - empathy. The article discusses the features of the pedagogical empathy of teachers of correctional schools teaching children with mental retardation and teachers of secondary schools. The research is based on the definition of empathy given by I.M. Yusupov, who, considering empathy in the framework of the ways of understanding (rational, emotional and behavioral) and emphasizes that empathy occupies a key place in a person’s understanding of objects of social nature; in

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Ma, Liwen, Wen-Lung Chang, Clive Holmwood, and Joseph L. Subbiondo. "Playback Theater as Pedagogy: A Qualitative Research Study on the Use of PT in Education toward the Self-development of Future Teachers." Creative Arts in Education and Therapy 8, no. 2 (2023): 225–36. http://dx.doi.org/10.15212/caet/2022/8/25.

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Self-development is an important basis for the professional development of teachers and future teachers. In this study, future teachers are graduate students whose majors are school counseling and mental health education. The performance of playback theater (PT) in the classroom has become an integral part of teaching, especially for teaching integral drama-based pedagogy (IDBP). Using qualitative research methods, researchers found that PT enables future teachers to deeply develop and experience “respect” and “empathy.” PT actively promotes self-development by using empathy as the main factor

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Beechem, Michael H., and Jamie Comstock. "Teaching Empathy Skills to Social Work Students." Journal of Baccalaureate Social Work 2, no. 2 (1997): 87–96. http://dx.doi.org/10.18084/1084-7219.2.2.87.

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This interdisciplinary study demonstrates a technique in teaching empathy skills to undergraduate social work students through the use of role playing and videotaping. An equal number of students from both the communication arts and social work programs were utilized. Dyads were established such that social work students role played social workers and communication arts students role played clients. An outgrowth of this study was the formulation of an empathy scale to measure three components of empathy - cognitive, affective, and behavioral. The study supports the position that empathy skills

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Kim, Hee Sun, and Eun Young Jee. "Development and Implementation Effects of Home Economics Community Housing Classes for Improving Empathy Ability of Middle School Students." Human Ecology Research 61, no. 3 (2023): 361–73. http://dx.doi.org/10.6115/her.2023.024.

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The purpose of this study is to develop and apply a teaching-learning plan of apartment house class to improve middle school students' empathy for home economics education and to verify its effect. The study was conducted in five stages: analysis, design, development, implementation, and evaluation using the ADDIE model. In the analysis phase, the study set learning objectives after analyzing how community housing is dealt with in the 2015 revised home economics curriculum and 12 current technology and home economics textbooks. In the design and development stage, in order to evaluate the vali

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Meyers, Sal, Katherine Rowell, Mary Wells, and Brian C. Smith. "Teacher Empathy: A Model of Empathy for Teaching for Student Success." College Teaching 67, no. 3 (2019): 160–68. http://dx.doi.org/10.1080/87567555.2019.1579699.

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Colby, Sherri. "Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights." Social Studies Research and Practice 16, no. 1 (2021): 61–74. http://dx.doi.org/10.1108/ssrp-03-2020-0012.

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PurposeDefined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981, 2004), this paper departs from previous work on historical empathy by conceiving empathy as dialogically mediated by sociocultural and narrative perceptions.Design/methodology/approachThis hermeneutic phenomenology explores eight adolescents' engagements with primary sources from the Second World War.FindingsThis study reveals the power of empathy to draw the students into the past and to investigate sources. Al

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Gopi, Gokul, and Manish Taywade. "Empathy: Vital in patient care but are we looking at it close enough?" Amrita Journal of Medicine 20, no. 1 (2024): 2–5. http://dx.doi.org/10.4103/amjm.amjm_72_23.

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Abstract Empathy is imperative in patient care. Besides enhancing patients’ satisfaction, comfort, and trust, which may facilitate better diagnosis, shared decision-making, and therapy adherence, empathetic doctors experience less burnout, greater job satisfaction, and better overall psychological well-being. In this article, we focus on empathy needed in modern medicine. The meaning of empathy is briefly explained, along with the concept of detached concern. The need for empathy in patient care is undebatable, but physician burnout, emotional drainage, and overburden are reasons physicians te

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Palermo, James, and Catherine D'Erasmo. "Teaching Empathy and the Teacher's Responsibility." Thinking: The Journal of Philosophy for Children 15, no. 4 (2001): 31–33. http://dx.doi.org/10.5840/thinking20011545.

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Sweeney, Kieran, and Paul Baker. "Promoting empathy using video-based teaching." Clinical Teacher 15, no. 4 (2017): 336–40. http://dx.doi.org/10.1111/tct.12693.

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Panosky, Denise. "Teaching Caring and Empathy Through Simulation." International Journal of Human Caring 13, no. 3 (2009): 44–46. http://dx.doi.org/10.20467/1091-5710.13.3.44.

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Caring and empathy may be taught to nursing students through a simulation experience of patient role playing. Students are asked to put themselves in a patient’s shoes to experience how that patient may feel when given a new diagnosis that may change their lifestyle or quality of life. After a simulation experience of wearing an ostomy bag or adult diaper, the students were able to better understand the importance of caring and empathy in nursing.

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Aggarwal, Rashi, and Nicole Guanci. "Teaching Empathy During Clerkship and Residency." Academic Psychiatry 38, no. 4 (2014): 506–8. http://dx.doi.org/10.1007/s40596-014-0113-z.

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Zhou, Yingli, Carolyn Calloway-Thomas, Gaowei Li, and Xueyao Zhang. "Developing Relational Empathy in Virtual Ethnographic Intercultural Teaching." Chinese Journal of Applied Linguistics 48, no. 1 (2025): 136–53. https://doi.org/10.1515/cjal-2025-0109.

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Abstract Conceptualizations of empathy have been most fully developed in a variety of fields in recent years. Many approaches to empathy dwell on the cognitive, affective, and behavioral aspects, the intra-psychic processes that cause one to feel emotions more like those of another, rather than the interpersonal functions of empathy, which may be influenced by the variables during the communication process. Therefore, this study designed and implemented a virtual ethnographic intercultural project between Chinese and American university students with WeChat as the main social medium. The whole

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Tavares, Vander. "Teaching International Students in a Difficult Time." Canadian Journal for the Study of Adult Education 34, no. 02 (2023): 57–72. http://dx.doi.org/10.56105/cjsae.v34i02.5648.

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The coronavirus (COVID-19) pandemic has forced instructors and students to work together under constantly evolving circumstances. The abrupt transition to online education has contributed to making the educational experiences of instructors and students more emotionally complex and intense. Growing attention has been directed toward understanding the challenges international students face and their impact on the students’ learning experiences, considering the unprecedented difficulties the global pandemic has posed for international student mobility. In this context, instructors are in a uniqu

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Silva, José Antonio Cordero da, Cristiane Guerreiro Pereira Abdul Massih, Daniele Azevedo Valente, Danielle Ferreira de Souza, Magda Regiane Lima de Carvalho Monteiro, and Raiza Morais Rodrigues. "Teaching empathy in healthcare: an integrative review." Revista Bioética 30, no. 4 (2022): 715–24. http://dx.doi.org/10.1590/1983-80422022304563en.

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Abstract Empathy presupposes the ability and, most importantly, the willingness to understand others and put oneself in their place. Hence, health personnel are expected to be more empathetic and able to read the world around them with a humanized, critical, and reflexive look. This integrative review examines the studies on teaching empathy in undergraduate health programs published in the last five years. A total of 27 studies were selected from the MEDLINE and LILACS databases, most of which were published in the fields of medicine and nursing. Although a subjective element, most studies me

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Pererva, Katherine. "THE ROLE OF EMPATHY IN ENGLISH TEACHING." English and American Studies 1, no. 16 (2019): 94–99. http://dx.doi.org/10.15421/381912.

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The aim of this study is to identify the role of empathy in learning process and to make students get involved in it and obtain fruitful outcomes in this direction. The qualitative method was used in this study to find out due data for explaining the positive effects of empathy for better learning. This study emphasizes the importance of empathy and its influence for making the English learning process fruitful through comparing the explanations and views of different researches. This paper describes some of the key findings from profound studies of this matter, which examined the role of empa

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Syed Razi Muhammad. "Teaching Empathy. Interventions that have shown to improve empathy: Research clearly shows that empathy can be taught1-3. Following measures have shown to improve empathy." JMMC 6, no. 1 (2015): 1–5. http://dx.doi.org/10.62118/jmmc.v6i1.422.

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Holding the correct posture, maintaining the eye contact, assessing the patient’s feeling correctly, responding appropriately with student’s face, saying thepatient’s feelings in student’s own words can improvecommunication and empathy4. Interpersonal skillsdevelopment is considered as an essential prerequisite to demonstrate empathic behavior5, 6. Empathycan be enhanced by educational programmes to improve students' interpersonal skills that implicitly imply enhancement of the capacity for empathy7-9.Suchman et al10,11 identified three basic communication skills namely, "recognition" of patie

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Eom, Se Jin, and Hae Jung Lee. "The Effects of Empathy on Motivations for Choosing Teaching as a Career of Pre-Service Early Childhood Teachers: Mediating Effect of Passion." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (2023): 111–24. http://dx.doi.org/10.22251/jlcci.2023.23.3.111.

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Objectives The purpose of this study was to examine the relationships among empathy, motivations for choosing teaching as a career, and passion of pre-service early childhood teachers. Methods The study participants were 307 pre-service early childhood teachers in the department of early childhood education in junior colleges in the city of P. They responded to a set of questionnaires measuring empathy, motivations for choosing teaching as a career, and passion. The results of this study were as follows. Results In the relationship among empathy, motivation for choosing teaching as

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Дань, М. "Formation of empathic skills in RCT classes based on the material of confessional dialogues." Management of Education 14, no. 2-2(77) (2024): 246–53. http://dx.doi.org/10.25726/c1557-6499-6329-a.

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Данная научная статья посвящена исследованию важности исповедальных диалогов в эффективном обучении эмпатическим умениям на занятиях русского как иностранного (РКИ). В статье представлены теоретический анализ эмпатии, включающий особенности и уровень эмпатии, разработка подходящей методики формирования эмпатических умений на занятиях РКИ на материале исповедальных диалогов в педагогической практике и способы реализации использования исповедальных диалогов при обучении эмпатическим умениям. В основе исследования лежит идея о том, что исповедальные диалоги служат идеальными учебными материалами

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Mufidah, Atikah Ainun, and Farida Kurniawati. "Impact of empathy interventions on cognitive, affective, and behavioral empathy in nursing students: a systematic literature review." Frontiers of Nursing 12, no. 2 (2025): 185–94. https://doi.org/10.2478/fon-2025-0020.

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Abstract Objective To assess the method of empathy intervention in nursing students in relation to the three dimensions of empathy: cognitive, affective, and behavioral. Methods A systematic literature review was conducted following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2020 guideline. A search for articles in two databases (ScienceDirect and Taylor & Francis) revealed 99 articles. One author independently assessed articles for inclusion, resulting in 10 articles that met the inclusion criteria. Results Based on a review of ten extracted journal art

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Syed Aun Muhammad and Syed Razi Muhammad. "Empathy unlocked: Enhancing Emotional Intelligence Skills using Communication Workshop for Undergraduates Medical and Dental Students." JMMC 15, no. 1 (2024): 54–61. http://dx.doi.org/10.62118/jmmc.v15i1.475.

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Empathy is considered as a basic skill, if patient care is to be improved. Published literature showed that with academic progress from 1st year to final year, overall, there is a decline in empathy among undergraduates. Emerging evidence suggest that by stimulating emotional intelligence, we can improve empathy more effectively when compared to solely relying upon cognitive method of teaching.1 Review of the literature showed that in some way or other empathy may be taught“.2-5 Many ways to teach empathy has been proposed these includes; “improving interpersonal skills, audio or video-taping

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Zhang, Yiyue. "Walking a mile in their shoes: Developing pre-service music teachers’ empathy for ELL students." International Journal of Music Education 35, no. 3 (2016): 425–34. http://dx.doi.org/10.1177/0255761416647191.

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In recent decades, music educators have become increasingly aware of the English Language Learner (ELL) population due to mainstreaming and inclusion policies. Meanwhile, the need for adequately preparing pre-service music teachers has become a focal point for music teacher preparation programs in the United States. In this article, I will 1) discuss the importance of developing pre-service music teachers’ empathy for ELL students; 2) offer suggestions for developing empathic pre-service music teachers; and 3) describe how a classroom cultural immersion experience can help pre-service music te

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Srivastava, Ashok K., Kritika Tiwari, Shaili Vyas, Jayanti Semwal, and Sunil Dutt Kandpal. "Teaching clinical empathy to undergraduate medical students of Dehradun: A quasi-experimental study." Indian Journal of Community Health 29, no. 3 (2017): 258–63. http://dx.doi.org/10.47203/ijch.2017.v29i03.008.

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Background:Empathy, the aptitude to resonate with others’ emotions,influences favourable doctor-patient relationship and treatment outcome. The clinical empathy comes a cropper for medical students as they stride towards the completion of medical course. Empathy is a docile characteristic; hence the lamentable dwindling of clinical empathy is amenable to prevention by specially designed targeted interventions. Objectives:To evaluate any change in empathy level of undergraduate medical students after an interactive audio-visual teaching session on clinical empathy Methodology:It was

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Friesem, Elizaveta. "Teaching about power and empathy in multicultural societies." Media Education 11, no. 1 (2020): 77–80. http://dx.doi.org/10.36253/me-9097.

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This essay describes the sequence of three activities (from one U.S. university course) that aimed to (1) increase students’ awareness about social injustices, (2) help them develop their empathy to see the complexity of these injustices, and (3) consider ways to change the social system through civic dialogue. The first activity was designed to explore the dynamics of cultural appropriation using principles of media literacy education and the concept of power. The second activity complicated the picture by encouraging students to reflect on the importance of empathy. Students discussed how em

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Hughes, Kirsty, Eva Joanna Alexjuk, Jessie Paterson, Rachel Whittington, and Stacy Spielman. "Beginning a Conversation on Teaching About Empathy in Practice." Journal of Perspectives in Applied Academic Practice 6, no. 2 (2018): 99–103. http://dx.doi.org/10.14297/jpaap.v6i2.316.

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This ‘On the Horizon’ paper presents insights from a small interdisciplinary project exploring student perspectives on the role of empathy in professional training and practice. Using a qualitative methodology, this study provides some initial thoughts around four areas identified by the researchers. All the students, from veterinary, nursing and dementia health studies, defined empathy using classic definitions similar to those published in academic literature, but some with more in practice experience showed how this had modified over time. The vet students did recognise empathy to clients a

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