Abstract

Developing diagnostic competencies to teach in inclusive settings is an important goal in teacher education. Despite a growing body of knowledge about beneficial dispositions and training programmes, the effect of teachers' empathy on remembering diagnostic information is still unknown. Drawing on empathy research and using a process model of teachers' diagnostic competency, we show how state-empathy can be evoked via textbased cases. Additionally, we report the effect of state- and trait-empathy on the retention of diagnostic information in the working memory. The data will be collected in an experimental setting and analyzed with a multiple hierarchical regression model and simple-slope analysis. The results will be discussed in the context of teachers’ education and diagnostic competency in inclusive settings.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0062
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada