دورية أكاديمية
'Well That's How the Kids Feel!'--Epistemic Empathy as a Driver of Responsive Teaching
| العنوان: | 'Well That's How the Kids Feel!'--Epistemic Empathy as a Driver of Responsive Teaching |
|---|---|
| اللغة: | English |
| المؤلفون: | Jaber, Lama Z. (ORCID |
| المصدر: | Journal of Research in Science Teaching. Feb 2022 59(2):223-251. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1119321 1844453 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Teaching Methods, Empathy, Equal Education, Online Courses, Blended Learning, Science Instruction, Video Technology, Teacher Attitudes, Inquiry, Active Learning, Epistemology, Emotional Experience, Faculty Development |
| DOI: | 10.1002/tea.21726 |
| تدمد: | 0022-4308 |
| مستخلص: | While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices. We draw on data from a year-long blended-online science professional development (PD) program that began with an emphasis on teachers' doing science and progressed to supporting their attention to their students' doing science. By analyzing videos from teachers' classrooms collected throughout the PD, we found that teachers became more stable in attending and responding to their students' thinking. In this article, we present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, we argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students--their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1323606 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0022-4308 |
|---|---|
| DOI: | 10.1002/tea.21726 |