Middle School Students' Perceptions of Teacher Empathy in Christian Schools: A Transcendental Phenomenological Study

Autor/in	Brackins, Harold Wade
Titel	Middle School Students' Perceptions of Teacher Empathy in Christian Schools: A Transcendental Phenomenological Study
Quelle	In: Middle School Journal, 53 (2022) 2, S.22-30 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2021.2022445
Schlagwörter	Christianity; Empathy; Middle School Students; Religious Schools; Student Centered Learning; Self Concept; Teaching Methods; Teacher Student Relationship; Academic Achievement; Alabama + Suchen Sie Ihr Suchwort? Christentum; Empathie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung
Abstract	Numerous studies have contributed to the theoretical, empirical, and practical understanding of teacher empathy, but few have captured the voices of middle school students to understand their lived experiences; no studies have explored the topic in Christian academies. Grounded in Rogers' theory of self and subsequent theories about student-centered pedagogy, the intent of the study was to explore the perceptions of teacher empathy as voiced by 10 middle school students. Data collected from individual interviews, a focus group session, and letters written to hypothetical future middle school teachers revealed that middle school students perceived teacher empathy as a relational process that positively impacted their personal and academic growth. A major implication for decision-makers is the necessity to prioritize relational cultures, while implications for teachers include the necessity to build ongoing, nonjudgmental, and transparent relationships that lead to functional, fundamental, and profound empathic opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01