Empathy-based teaching strategies effects within the English classroom
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 str...
- Autores:
-
Buriticá Rincón, Miguel Ángel
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Católica Luis Amigó
- Repositorio:
- Repositorio Institucional Universidad Católica Luis Amigó
- Idioma:
- eng
- OAI Identifier:
- oai:repository.ucatolicaluisamigo.edu.co:20.500.14531/2622
- Acceso en línea:
- http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2622
- Palabra clave:
- Empathy-based teaching strategies, English as a foreign language, meaningful teaching, motivation, empathy.
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- Rights
- License
- https://creativecommons.org/licenses/by-nd/4.0/
| Summary: | 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. |
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