Learning to Work with Parents: The Significance of Empathy and Communication in the Professional Development of Pre-Service Teachers

dc.contributor.advisorRiojas-Cortez, Mari
dc.contributor.authorWhitlock, Tivy Nobles
dc.contributor.committeeMemberBerry, Theodorea
dc.contributor.committeeMemberBurger, Edward
dc.contributor.committeeMemberMartinez, Miriam
dc.contributor.committeeMemberSutterby, John
dc.date.accessioned2024-03-08T17:36:24Z
dc.date.available2020-12-13
dc.date.available2024-03-08T17:36:24Z
dc.date.issued2018
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this qualitative case study was to learn the role of empathy in pre-service teacher self-reflections on their beliefs about parents to help them develop communication skills that will better prepare them for building healthy teacher-parent relationships. The study used a socio-cultural theoretical lens to investigate the experiences of future teachers engaged in a professional development mentoring model created within a university teacher preparation program. The study draws from the direct statements of 29 undergraduate pre-service teachers in the second semester of their first year of school. This is a case study within an existing primary qualitative study in which empathy was a strong recurring theme. Archival data was used to further expand on the topic by investigating a new research question and taking the existing primary study to the next level. Data was analyzed to evaluate the influence of empathic communication within five themes: (1) welcoming, (2) vulnerability, (3) perspective taking, (4) willingness, and, (5) awareness of bias. Findings revealed that empathic communication was significant in building teacher-parent relationships. The study is intended to add to the body of scholarly work improving school-family partnerships and shape further research leading to improved curriculum design within teacher preparation programs that better prepare pre-service teachers to build empathic thinking and strengthen communication skills necessary to work with parents; and, therefore, help more children be successful in school and in life.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent134 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/6172
dc.languageen
dc.subjectcommunication
dc.subjectempathy
dc.subjectparents
dc.subjectpre-service teachers
dc.subject.classificationEarly childhood education
dc.titleLearning to Work with Parents: The Significance of Empathy and Communication in the Professional Development of Pre-Service Teachers
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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