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Educating teachers for Re-Empathy: learning from teachers' problematisations about building disability-focused empathy at school.

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Title: Educating teachers for Re-Empathy: learning from teachers' problematisations about building disability-focused empathy at school.
Authors: Symeonidou, Simoni
Source: Educational Review. May2026, Vol. 78 Issue 4, p542-560. 19p.
Subjects: Teacher education, Disabilities, Semi-structured interviews, Empathy, Social constructionism
Abstract: This paper explores the problematisations of 59 pre-primary, primary and secondary school teachers in building disability-focused empathy at school. Thematic data analysis of semi-structured interviews, audio-taped discussions during their participation in a professional learning programme, and self-reflective diaries suggest that although participants had different understandings of how disability-focused empathy can be built at school, many of them initially viewed disability as a deficit and cultivated passive empathy. All teachers problematised about different conceptualizations of disability (e.g. as a social construct, a complex experience and a state of being), anti-oppressive pedagogies, and their connections with building active empathy and/or "empathy for inclusion". The discussion builds on the theoretical framework of Disability Studies and draws the links with disability-focused anti-oppressive pedagogies and peace education to suggest a framework for educating teachers for Re-Empathy. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Educating teachers for Re-Empathy: learning from teachers' problematisations about building disability-focused empathy at school.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+constructionism%22">Social constructionism</searchLink>
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  Data: This paper explores the problematisations of 59 pre-primary, primary and secondary school teachers in building disability-focused empathy at school. Thematic data analysis of semi-structured interviews, audio-taped discussions during their participation in a professional learning programme, and self-reflective diaries suggest that although participants had different understandings of how disability-focused empathy can be built at school, many of them initially viewed disability as a deficit and cultivated passive empathy. All teachers problematised about different conceptualizations of disability (e.g. as a social construct, a complex experience and a state of being), anti-oppressive pedagogies, and their connections with building active empathy and/or "empathy for inclusion". The discussion builds on the theoretical framework of Disability Studies and draws the links with disability-focused anti-oppressive pedagogies and peace education to suggest a framework for educating teachers for Re-Empathy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2025.2485450
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Semi-structured interviews
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              Text: May2026
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