2024-03-28T09:58:44Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00008579
2023-11-09T04:47:17Z
323:350:362:1036
Training for Improving Teachers’ Empathy: Effects of Sharing Activities in a Laboratory Learning Setting
学校教師の共感性を向上させる研修 ―「ラボラトリー方式の体験学習」におけるシェアリングの効果の検討―
鈴木, 郁子
86175
杉山, 郁子
86176
桐林, 真紀
86177
森田, 美弥子
86178
SUZUKI, Ikuko
86179
SUGIYAMA, Ikuko
86180
KIRIBAYASHI, Maki
86181
MORITA, Miyako
86182
teachers
students
empathy based on the recognition of individuality
Laboratory Learning
sharing activities
2007-12-28
A teacher-training program was analyzed in order to improve teachers“empathy, based on the recognition of individuality,” which is one type of mature cognitive empathy. First, psychological studies on teachers’empathy were reviewed and the Laboratory Learning method, a promising teacher training program, was summarized. It was hypothesized that“sharing activities,”in which participants shared their feelings and ideas after individually reflecting on the training experience would promote empathy based on the recognition of individuality. Consensus practice, a structured program in Laboratory Learning, was introduced to teachers and students in a teacher-training course. In Study 1, consensus practice was conducted with 52 teachers in a junior and a senior high school, and the effects of sharing activities were assessed. The experimental group that experienced sharing activities reported a deeper understanding of feelings and ideas of other members, compared to the control group that did not experience sharing activities. Results of Study 1 partly supported the contention that consensus practice with sharing activities could improve the teachers' empathy based on the recognition of individuality. Study 2 introduced the same consensus practice to 44 students in a teacher-training course, and investigated the developmental differences between teachers and students. Students’understanding of other members’ feelings and ideas were not improved by sharing activities, however, their understanding of themselves were promoted. Results of Study 2 suggest that the effects of sharing activities depend on the developmental stage. The results also suggest that students should be assisted to become more conscious of other members, whereas teachers should be assisted to become more conscious of the self.
departmental bulletin paper
名古屋大学大学院教育発達科学研究科
2007-12-28
名古屋大学大学院教育発達科学研究科紀要. 心理発達科学
54
11
28
2434-1258
1346-1729
jpn