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 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.

• 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.; a
• License: https://creativecommons.org/licenses/by-nd/4.0/