Abstract
This purpose of this research focuses on the use of literary fiction as case studies to develop empathy with preservice teachers in a teacher education program using the Scholarship of Teaching and Learning. Empathy, defined in three manners as cognitive empathy, emotional empathy, and compassionate empathy, is an essential attribute of educators. Not all preservice teachers have similar experiences as their students and need opportunities to develop empathy. This article includes personal reflections over two-years of teaching literacy methods and represents the researcher’s learnings as they aim to position preservice teachers to empathize with students with dyslexia. The instructional journey of the researcher is discussed including the use of three literary fiction to cause preservice teachers to consider the perspectives of three protagonists living and learning with dyslexia. As a result, four themes emerged from the researcher’s observations describing what the preservice teachers learned: holistic, genuine, perception, and professionalism.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Wolff, David
()
"Developing Empathetic Preservice Teachers Using Literary Fiction,"
The Advocate:
Vol. 30:
No.
1.
https://doi.org/10.4148/2637-4552.1202
Included in
Disability and Equity in Education Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education and Teaching Commons
