Empathy-based teaching strategies effects within the English classroom
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Católica Luis Amigó
Abstract
This paper reports a qualitative research that explored empathy-based teaching strategies in an English class at a private university in Medellín, Colombia to three students who work as coordinators and a pre-service teacher. The research asks the question: What effects do empathy-based teaching strategies have on students and the teacher? With a focus on a socio-critic paradigm to change both students and teachers practices inside and outside the classroom. The results of data analysis and reflection on these practices through observation and semi-structured interviews indicate an improvement in student engagement and motivation, as well as teachers' planning based on student needs. This suggests a positive development of students and teachers identities by making them more receptive to English learning and teaching.
Description
Keywords
Empathy-based teaching strategies, English as a foreign language, meaningful teaching, motivation, empathy.