dc.contributor.author
Pöhler, Maike
dc.contributor.author
Briese, Fiona J.
dc.contributor.author
Kinder, Annette
dc.date.accessioned
2024-06-24T06:16:01Z
dc.date.available
2024-06-24T06:16:01Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/43927
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-43637
dc.description.abstract
Higher perspective taking skills are associated with better social functioning and improved social relationships. Generally, teachers are willing to take the perspective of their students, but it is unclear whether the same is true for the perspective of parents. As communication and conflicts with parents are pervasive, the motivation and willingness to adopt the perspective of parents in counseling situations should be promoted during university teacher training. Therefore, we investigated the promotion of perspective taking among teachers in training and focused mainly on perspective taking toward parents. We developed a case-based learning task in which teachers in training from Freie Universität Berlin ( N = 515) prepared for a fictitious upcoming consultation with a mother about her son. Because it is unclear if direct instruction for perspective taking is necessary in order to promote it, we also used indirect instruction to investigate whether preparing for the consultation under these instructions fostered the willingness to adopt the perspective of students and parents. In the direct instruction participants were directly told to take the perspective of the fictitious mother when evaluating and developing formulations for the consultation. The indirect instruction did not mention the concept of perspective taking but asked participants to focus on the comprehensibility of the formulations. We obtained three measures: the willingness to take a perspective, the attitude toward another person, and the emotional and empathic language used in written texts. With our main result we demonstrated that the willingness to adopt the perspective of both students and parents could be significantly promoted by both instructions. We further demonstrated that a higher willingness to take another’s perspective is associated with a more positive attitude toward the mother, as well as increased positive emotions and empathic concern. Additionally, we replicated results of a previous study showing a generally higher willingness to take the student perspective prior to the intervention. Results are discussed regarding the benefits of promoting perspective taking, especially toward parents, in teacher education.
en
dc.format.extent
16 Seiten
dc.rights
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
perspective taking
en
dc.subject
parents counseling
en
dc.subject
teacher education
en
dc.subject
social emotional competence
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
“If I were the mother…”: fostering perspective taking in German teacher education
dc.type
Wissenschaftlicher Artikel
dc.date.updated
2024-06-21T15:07:26Z
dcterms.bibliographicCitation.articlenumber
1352796
dcterms.bibliographicCitation.doi
10.3389/feduc.2024.1352796
dcterms.bibliographicCitation.journaltitle
Frontiers in Education
dcterms.bibliographicCitation.volume
9
dcterms.bibliographicCitation.url
https://doi.org/10.3389/feduc.2024.1352796
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Lernpsychologie
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
2504-284X
refubium.resourceType.provider
DeepGreen