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http://dx.doi.org/10.5762/KAIS.2019.20.7.325

The Effect of Pre-Service Early Childhood Teacher's Empathic ability on Teaching Ethics, Child Abuse Reporting Intention  

Ma, Ji-Sun (Department of Early Childhood, Wonkwang Health Science University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.7, 2019 , pp. 325-331 More about this Journal
Abstract
This study investigated the effect of pre service teacher's empathic ability on teaching ethics, and child abuse report intention. The subjects were 168 pre-service teachers attending a university located in a micropolitan city. Questionnaires, which required self-reporting by pre service teacher, were used to investigate teacher's empathic ability, teaching ethics and child abuse report intention. The collected data were analyzed by frequency, percent, Pearson's correlation coefficient analysis and stepwise-regression analysis. From the major study findings, first, pre-service teacher's empathic ability was positively correlated with teaching ethics and child abuse report intention. Pre-service teacher's "take perspective", "imagine" of the cognitive empathic ability's subfactor was positively correlated with teaching ethics. Especially, empathic interest was positively correlated with teaching ethics. Cognitive empathy ability showed the highest relationship with ethics for early child. Emotional empathy showed the highest relationship with ethics in society. Second, the pre-service teacher's teaching ethics were influenced by taking perspective, imagining, and empathic attention. These results demonstrate the need to incorporate perspectives in the development of programs to promote pre - service early childhood teacher ethics and child abuse reporting.
Keywords
Pre-Service Early Childhood Teacher; Empathic Ability; Teacher's Ethics; Child Abuse Reporting Intention;
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Times Cited By KSCI : 1  (Citation Analysis)
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