The Effects of Critically Compassionate Intellectualism on Preservice Teachers’ Compassion and Teacher Identity

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Inclusive Education Through Practicum Experiences, Diverse Text Selection, and Compassionate Frameworks: Evolving Teacher Preparation for Social Justice (Table 1)

Abstract

The Critically Compassionate Intellectualism (CCI) framework was initially developed to better support marginalized secondary students. However, initial evidence suggests that this framework is also beneficial in teacher education, promoting compassion and a heightened awareness of the importance of teaching with a social justice perspective. The present study analyzed how preservice teachers’ compassion and perceptions of their teacher identity evolved after being introduced to the CCI framework in a foundational education course. Quantitative results showed an increase in preservice teachers’ compassion over the semester. Additionally, linguistic analysis revealed that students’ post-course reflections contained more positive, affective language. Inductive analysis of preservice teachers’ reflections revealed deeper compassionate responses and understanding of students’ needs by the end of the semester.

Authors

• Megan Hut, West Virginia University

• D. Jake Follmer, West Virginia University