In search of profound empathy in learning relationships: understanding the mathematics of moral learning environments

Student-Teachers’ Attitudes toward Students with Disabilities: Associations with Contact and Empathy

“…Few researchers have investigated the role of empathy in the everyday school experiences of educators and those planning to become teachers (Tettegah, 2007) even though empathy is an important disposition for educators to possess in order to facilitate positive interactions among students (Good and Brophy, 2000). Both experienced teachers and preservice teachers agree about the importance of empathy in the learning relationship although high student-to-teacher ratios and lack of time constrained the ability of many teachers to show empathy (Cooper, 2010).…”

Towards Emotional Intelligence behaviour within Virtual Learning Environments: Perceptions of Secondary School Teachers

“…Students would consequently develop a genuine sense of what their peers are feeling, their anxieties, and learning difficulties/limitations as well as peer support mechanisms. They will then begin to understand each other better and consequently would be better equipped to alleviate the emotional barriers to learning that they or their peers may encounter [12].…”

“…As a result, one can expect more students to be encouraged to work harder. Furthermore, when teachers take time to prepare such videos for their students, they model profound empathy and thereby, knowingly or unknowingly, encourage their students to demonstrate personal levels of interest and care towards each other [12].…”

“…It was apparent from the respondents' points of view that this kind of video resource provides greater advantages compared to the ephemeral nature of face-to-face feedback. Their use is like having personal tuition; they can be referred to as many times as needed [9]; and can be depended upon to promote profound empathy as well as independent learning [12] [13]. Where the video resources were made available to students prior to lessons, the teachers noted, that most students were encouraged to take active roles during face-to-face classroom time as they had very sound background knowledge of what was to be discussed in class.…”

Teacher Empathy and Science Education: A Collective Case Study

“…Even though there is a growing body of research on the importance of social and emotional processes in learning and achievement (Cooper, 2010;Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;Liew, 2012), relatively limited research has specifically focused on the socio-emotional climate of science classrooms and science education. Because teachers have traditionally approached science education from a logical positivist perspective, science teachers may inadvertently believe that emotions and feelings play a secondary, or even play no major role, in science learning.…”