Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Abstract

Empathy is a form of perception in which individuals access the perspectives of others about the world in order to build knowledge about it. It is also a source of self-knowledge because, as a consequence of learning how others see us, we can regulate and refine how we see ourselves. Empathy is, therefore, an important capacity through which social cohesion is created. The aim of this paper is to consider the role of professional empathy between teachers when they engage in collective professional development activities, recognising that fear of the critical gaze and the potential for shame can inhibit participation. In order to do this, phenomenological ideas in relation to the formation of social bonds and empathy are explored. Ideas of professional visibility as a form of vulnerability are also examined. This paper explores the importance of professional empathy then posits the need for it to promote effective collective teacher development. A framework for enabling a culture of professional empathy in support of teacher professional growth is offered that highlights the need for three simultaneous forms of engagement; the collective, the interpersonal and the individual.

Enriching Professional Development in Disadvantaged Schools through the Targeting Talent Programme (TPP) Educators Enrichment Programme: Insights from Math and Science Educators

“…Researchers reveal the crucial need for educators to strengthen their skills as much as their qualifications, to effectively deliver the curriculum (Carlson, et al, 2019;Neumann, et al, 2019). Research studies have recommended that educators should increase their curriculum knowledge, pedagogical content understanding, and teaching abilities (Sulaimani, et al, 2017;Van Driel & Berry, 2012;Bayar, 2014;Gore & Rosser, 2022;Campbell, 2022). Focusing on curricular content and how to effectively deliver it has continually been highlighted as fundamental to the success of professional development (Geldenhuys & Oosthuizen, 2015).…”

“…Focusing on curricular content and how to effectively deliver it has continually been highlighted as fundamental to the success of professional development (Geldenhuys & Oosthuizen, 2015). Recent studies have emphasized that professional development activities should be offered according to the existing needs of educators and learners (Campbell, 2022;Matherson & Windle, 2017). Extant studies have indicated that successful professional development programmes must consider both subject knowledge and subject-specific teaching techniques (Van Driel & Berry, 2012;.…”