@article{oai:nagoya.repo.nii.ac.jp:00007748,
 author = {鈴木, 郁子 and SUZUKI, Ikuko},
 journal = {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},
 month = {Apr},
 note = {The purpose of this article is to argue the necessity of investigating teachers’ empathy, based on actual data measuring it. In the first section, I review governmental reports by educational councils in Japan, and assert that it is important for teachers to improve their empathic traits, not only as educational experts, but also as human beings. In addition to these reviews, the idea of regarding teacher-counselors as the developmental models for other teachers is suggested. In the second section, I review psychological studies of empathy, raising the following points ; (1) the present main stream of empathy research follows a multidimensional approach including both emotional empathy and cognitive empathy, (2) perspective-taking(or role-taking), a cognitive ability, is regarded as the most highly developed form of  empathy in developmental psychology, (3) there are some Japanese theories that empathy based on recognition of individuality is an empathy typically requiring adult maturity, and (4) there are few studies actually measuring teachers’ empathy. In the last section, I propose that it is necessary to follow a multidimensional approach in empathy research and measure teachers’ empathy focusing on the empathy based on the recognition of individuality, which is a kind of cognitive empathy and is also based on perspective-taking ability., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {85--96},
 title = {教師の資質向上を目的とした共感研究の必要性},
 volume = {53},
 year = {2006}
}