Teacher Professional Growth: Fostering Empathy Through E-Learning (FEEL)

• In Event: Professional Development Through a Social Justice Lens

Abstract

This study examined a professional development program designed to support civics teachers in their efforts to promote empathic processes among Jewish and Arab students in Israel. The design rationale for the program was that teachers should experience learning themselves, before supporting their students. Sixty Jewish teachers participated in two iterations of the design, and refinements were made in the second enactment to provide teachers with explicit definitions of empathy and specific instructions for reflection. Design-based research findings indicate that these changes were reflected in teachers' higher degrees of empathic responses. We interpret this change as a first step in enabling teachers to assist their students to develop a more empathic approach toward the minority group and conclude with design-principles.

Authors

• Noa Shapira, University of Haifa

• Haggai Kupermintz, University of Haifa

• Yael Kali, University of Haifa