Conceptualisations of empathy in K-12 teaching: a review of empirical research

被引：8

作者：

Berkovich, Izhak ^{[1
]}

机构：

[1] Open Univ Israel, Dept Educ & Psychol, 1 Univ Rd, IL-4353701 Raanana, Israel

来源：

EDUCATIONAL REVIEW | 2020年 / 72卷 / 05期

关键词：

Empathy; K-12; teaching; teacher; TEACHERS EMPATHY; COMMUNICATION-SKILLS; STUDENTS; PERCEPTIONS; EMOTIONS; IMPACT; STATE;

D O I：

10.1080/00131911.2018.1530196

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The discourse on ideal teachers and teaching has recognised the importance of empathy. Despite the popularity of the concept in educational training and practice, research knowledge remains limited and fragmented. This paper aims to analyze the empirical research on empathy in K-12 teaching. The search for empirical studies yielded 28 articles, which were grouped according to four conceptualisations: empathy as a trait, empathy as a state, empathy as communication, and empathy as a relationship.

引用

页码：547 / 566

页数：20

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