scholarly journals Conceptualizing Empathy Competence: A Professional Communication Perspective

2021 ◽  
pp. 105065192110011
Author(s):  
Melissa Fuller ◽  
Elanor Kamans ◽  
Mark van Vuuren ◽  
Marca Wolfensberger ◽  
Menno D.T. de Jong
Keyword(s):  
Professional Development ◽  
Professional Communication ◽  
Communication Education ◽  
Education Programs ◽  
Excellent Performance ◽  
Specific Knowledge ◽  
Professional Interactions

Empathy competence is considered a key aspect of excellent performance in communication professions. But we lack an overview of the specific knowledge, attitudes, and skills required to develop such competence in professional communication. Through interviews with 35 seasoned communication professionals, this article explores the role and nature of empathy competence in professional interactions. The analysis resulted in a framework that details the skills, knowledge, and attitudinal aspects of empathy; distinguishes five actions through which empathy manifests itself; and sketches relationships of empathy with several auxiliary factors. The framework can be used for professional development, recruitment, and the design of communication education programs.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

scholarly journals Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format

2015 ◽  
Vol 7 (2) ◽  
pp. 220-224 ◽  
Author(s):  
Steven Angus ◽  
John Moriarty ◽  
Robert J. Nardino ◽  
Amy Chmielewski ◽  
Michael J. Rosenblum
Keyword(s):  
Internal Medicine ◽  
Professional Development ◽  
Developmental Trajectory ◽  
Specific Knowledge ◽  
Survey Questions ◽  
Internal Medicine Residents ◽  
Resident Perception ◽  
And Behaviors ◽  
Appropriate Education

Abstract Background In contrast to historical feedback, which was vague or provided residents' numerical scores without clear meaning, milestone-based feedback is focused on specific knowledge, skills, and behaviors that define developmental trajectory. It was anticipated that residents would welcome the more specific and actionable feedback provided by the milestone framework, but this has not been studied. Objective We assessed internal medicine (IM) residents' perceptions of receiving feedback in the milestone framework, particularly assessing perception of the utility of milestone-based feedback compared to non–milestone-based feedback. Methods We surveyed a total of 510 IM residents from 7 institutions. Survey questions assessed resident perception of milestone feedback in identifying strengths, weaknesses, and trajectory of professional development. Postgraduate years 2 and 3 (PGY-2 and PGY-3) residents were asked to compare milestones with prior methods of feedback. Results Of 510 residents, 356 (69.8%) responded. Slightly less than half of the residents found milestone-based feedback “extremely useful” or “very useful” in identifying strengths (44%), weaknesses (43%), specific areas for improvement (45%), and appropriate education progress (48%). Few residents found such feedback “not very useful” or “not at all useful” in these domains. A total of 51% of PGY-2 and PGY-3 residents agreed that receiving milestone-based feedback was more helpful than previous forms of feedback. Conclusions IM residents are aware of the concepts of milestones, and half of the residents surveyed found milestone feedback more helpful than previous forms of feedback. More work needs to be done to understand how milestone-based feedback could be delivered more effectively to enhance resident development.

scholarly journals Using the Power of Student Reflection to Enhance Professional Development

2007 ◽  
Author(s):  
Sonia Zimmerman ◽  
Debra Byram Hanson ◽  
Jan Stube ◽  
Janet Jedlicka ◽  
Lavonne Fox
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Education ◽  
Student Evaluation ◽  
Evaluation Process ◽  
Education Programs ◽  
Self Reflection ◽  
Student Reflection ◽  
Continuing Competency ◽  
Future Practice

Student personal and professional development is an area of increasing importance in professional education programs. The practitioner of the future needs to be able to reflect and self-assess his/her learning in order to take intentional steps toward developing or continuing competency. The purpose of this article is to describe the evolution of one program’s process of incorporating self-reflection and feedback as an integral part of the curriculum. Examples of the guiding questions are included. The value of a self-reflective student evaluation process in the development of reflective practice and its implementation within a professional healthcare curriculum and future practice environments are discussed.

scholarly journals A Review of The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Sandra Finney and Jane Thurgood Sagal

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 87-88
Author(s):  
Carl Leggo
Keyword(s):  
Professional Development ◽  
Personal Growth ◽  
Education Programs ◽  
Bachelor Of Education ◽  
Development Plans ◽  
Professional Fulfillment ◽  
The Way

A Review of The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Sandra Finney and Jane Thurgood Sagal"I enthusiastically commend Finney and Thurgood Sagal for their thoughtful, hopeful, and inspiriting book which ought to be adopted as a core text in all Bachelor of Education programs as well as professional development plans for teachers." Carl Leggo

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