Η «παιδαγωγική της ενσυναίσθησης» στο «Διαδικτυακό Σχολείο» της Περιφερειακής Διεύθυνσης Εκπαίδευσης Αττικής

PDF
Δημοσιευμένα: Nov 30, 2023
DOI: https://doi.org/10.12681/ppej.31995
Λέξεις-κλειδιά:
Διαδικτυακό Σχολείο ενσυναίσθηση ομόχρονη και ετερόχρονη διαδικτυακή μάθηση κοινωνικο-συναισθηματική ανάπτυξη ευπαθείς μαθητές και εκπαιδευτικοί, πανδημία COVID-19 παιδαγωγική σχέση
Γεώργιος Κόσυβας
Περίληψη

Η αναστολή της λειτουργίας των σχολείων κατά το ακαδημαϊκό έτος 2020-2021 ως απότοκο της επέκτασης της πανδημίας COVID-19 κατέστησε αναγκαία την ίδρυση ενός «Διαδικτυακού Σχολείου» για την εκπλήρωση των σύνθετων αναγκών των ευπαθών μαθητών. Αυτή η εργασία ασχολείται με τη δημιουργία ενός διαδικτυακού περιβάλλοντος ασφάλειας και φροντίδας, στο οποίο δίδαξαν ευπαθείς εκπαιδευτικοί εφαρμόζοντας την παιδαγωγική της ενσυναίσθησης, μια ολιστική προσέγγιση για την ανάπτυξη των γνωστικών και συναισθηματικών δεξιοτήτων των ευπαθών μαθητών. Η εν λόγω έρευνα είναι ποιοτική. Ελήφθησαν 50 συνεντεύξεις ανοιχτού τύπου από εκπαιδευτικούς και 15 από μαθητές και εφαρμόστηκε η μέθοδος της ποιοτικής ανάλυσης περιεχομένου. Σκοπός της έρευνας είναι να εξετάσει την επίδραση της παιδαγωγικής της ενσυναίσθησης στα μαθησιακά επιτεύγματα των μαθητών και να ανιχνεύσει τις διαστάσεις που ενδυνάμωσαν μαθητές και εκπαιδευτικούς. Σύμφωνα με τα ευρήματα της έρευνας, η παιδαγωγική της ενσυναίσθησης είχε παρακινητική επίδραση στις ακαδημαϊκές επιδόσεις των ευπαθών μαθητών. Αναδύθηκαν τέσσερις παιδαγωγικές συνιστώσες της ενσυναίσθησης: γνωστική, συναισθηματική, επικοινωνιακή και κοινωνικο-πολιτισμική. Τέλος, η τηλεκπαίδευση, ομόχρονη και ετερόχρονη, πρόταξε την ελπίδα για μια ποιοτική και χωρίς αποκλεισμούς εκπαίδευση, προσδίδοντας βαρύνουσα σημασία στο βίωμα της παιδαγωγικής σχέσης στη νέα «κανονικότητα» μετά την πανδημία.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών  έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Artino, A. (2012). Emotions in online learning environments: Introduction to the special issue. The Internet and Higher Education, 15(3), 137–140. https://doi.org/10.1016/j.iheduc.2012.04.001
Artino, A., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170–175. http://dx.doi.org/10.1016/j.iheduc.2012.01.006
Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3/4), 381-390.
Barbar, M.G. (2011). Empathy heals: Learn to walk a mile in their shoes... International e-Journal of Science, Medicine & Education 5(2), 1–2. https://doi.org/10.1108/JPCC-05-2020-0019
Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher–student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256–267. https://psycnet.apa.org/doi/10.1007/s10964-011-9652-8
Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163–175. https://doi.org/10.1023/b:jadd.0000022607.19833.00
Batson, C. D. (2009). These things called empathy: Eight related but distinct phenomena. In J. Decety & W. Ickes (Eds.), The social neuroscience of empathy (pp. 3–15). MIT Press.
Bond, C. D. (2012). An overview of best practices to teach listening skills. International Journal of Listening, 26(2), 61-63. http://dx.doi.org/10.1080/10904018.2012.677660
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203. https://doi.org/10.1016/j.iheduc.2011.11.001
Boyer, W. (2010). Empathy development in teacher candidates. Early Childhood Education Journal, 38(4), 313–321. https://doi.org/10.1007/s10643-010-0419-8
Bozkurt, T., & Ozden, M. S. (2010). The relationship between empathetic classroom climate and students’ success. Procedia - Social and Behavioral Sciences, 5, 231–234. http://dx.doi.org/10.1016/j.sbspro.2010.07.078
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8
Brunelle, K., Abdulle, S., & Gorey, K. M. (2020). Anxiety and depression among socioeconomically vulnerable students with learning disabilities: Exploratory meta-analysis. Child and Adolescent Social Work Journal, 37(4), 359-367. https://doi.org/10.1007/s10560-019-00631-w
Bryde, B. R. (2001). Online tutoring: Networking preservice teachers and K-12 students. Teacher Clearinghouse.
Bryman, A. (2017). Quantitative and qualitative research: further reflections on their integration. In J. Brannen (Ed), Mixing methods: Qualitative and quantitative research (pp. 57-78). Routledge.
Bubb, S., & Jones, M.-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209-222. https://doi.org/10.1177/1365480220958797
Γιαβρίμης, Π., & Φερεντίνου, Ο. (2022). Επείγουσα απομακρυσμένη εκπαίδευση στην εποχή της καραντίνας, απόψεις εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης, Επιστήμες Αγωγής, 1/2022, 53-69. https://doi.org/10.26248/.v2022i1.1574
Carlson, D. J., & Dobson, T. (2020). Fostering empathy through an inclusive pedagogy for career creatives. International Journal of Art & Design Education, 39(2), 430-444. DOI:10.1111/jade.12289
Clark, A. (2010). Empathy and sympathy: Therapeutic distinctions in counseling. Journal of Mental Health Counseling, 32(2), 95–101. https://psycnet.apa.org/doi/10.17744/mehc.32.2.228n116thw397504
Cohen, L., Manion, L., & Morrison, K. (2017). Observation. In Research methods in education (pp. 542-562). Routledge.
Cojocaru, S. (2023). Transformative Social and Emotional Learning (T-SEL): The experiences of teenagers participating in volunteer club activities in the community. International Journal of Environmental Research and Public Health, 20(6), 4976. https://doi.org/10.3390/ijerph20064976
Cooper, B. (2004). Empathy, interaction and caring: Teachers’ roles in a constrained environment. Pastoral Care in Education, 22(3), 12–21. DOI: 10.1111/j.0264-3944.2004.00299.x
Cooper, B. (2011). Empathy in education: Engagement, values and achievement. Bloomsbury Publishing.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. https://doi.org/10.3102/003465430298563
Coutinho, J. F., Silva, P. O., & Decety, J. (2014). Neurosciences, empathy, and healthy interpersonal relationships: Recent findings and implications for counseling psychology. Journal of Counseling Psychology, 61(4), 541–548. https://psycnet.apa.org/doi/10.1037/cou0000021
Cranton, P. (2006). Fostering authentic relationships in the transformative classroom. New directions for adult and continuing education, 109, 5-13. https://doi.org/10.1002/ace.203
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Cuff, B., Brown, S. J., Taylor, L., & Howat, D. (2014). Empathy: A review of the concept. Emotion Review, 8(2),144-153. https://doi.org/10.1177/1754073914558466
Davis, M. H. (2018). Empathy: A social psychological approach (1st edition, 1994). Routledge.
Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71–100. https://doi.org/10.1177/1534582304267187
Decety, J., & Svetlova, M. (2012). Putting together phylogenetic and ontogenetic perspectives on empathy. Developmental Cognitive Neuroscience, 2, 1–24. https://doi.org/10.1016/j.dcn.2011.05.003
Damianidou, E., & Phtiaka, H. (2016). A critical pedagogy of empathy: making a better world achievable. Pedagogies: An International Journal, 11(3), 235-248. https://doi.org/10.1080/1554480X.2016.1195741
Dyche, L., & Zayas, L. H. (2001). Cross-cultural empathy and training the contemporary psychotherapist. Clinical Social Work Journal, 29, 245-258. https://psycnet.apa.org/doi/10.1023/A:1010407728614
Eisenberg, N., & Fabes, R. (1990). Empathy: Conceptualization, assessment, and relation to prosocial behaviour. Motivation and Emotion, 14(2), 131-149. https://psycnet.apa.org/doi/10.1007/BF00991640
Eisenberg, N., & Strayer, J. (1987). Empathy and its Development. Cambridge University Press.
Elo, S., & Kyngas, H. (2008). The qualitative content analysis process, Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Eslinger, P. J. (1998). Neurological and neuropsychological bases of empathy. European Neurology, 39(4), 193–199. https://doi.org/10.1159/000007933
Feshbach, N. D., & Feshbach, S. (2009). Empathy and education. In J. Decety & W. Ickes (Eds.), The social neuroscience of empathy (pp. 85–97). Boston Review. https://doi.org/10.7551/mitpress/9780262012973.003.0008
Fontana, P. C., Cohen, S. D., & Wolvin, A. D. (2015). Understanding listening competency: A systematic review of research scales, International Journal of Listening, 29, 148-176.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2016). How to design and evaluate research in education (9th ed.). McGraw Hill.
Freire, P. (2021). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing.
Fuller, R. G. (2012). Building empathy in online courses: Effective practical approaches. International Journal of Information and Communication Technology Education (IJICTE), 8(4), 38-48 https://doi.org/10.4018/jicte.2012100104
Garcia, B., Lu, Y. E., & Maurer, K. (2012). Cultural empathy. Field Educator, 2(2), 1-8.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Hammermeister, J., Mount, S. E., Jordan, C., Briggs, L., & Galm, R. (2020). The relationship between mental fitness skills, psychological resilience, and academic achievement among first generation college students. College Student Journal, 54(1), 13-24.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Hastie, M., Chen, N., & Kuo, Y. (2007). Instructional design for best practice in the synchronous cyber classroom. Educational Technology & Society, 10(4), 281–294.
Hatfield, E., Rapson, R. L., & Le, Y.-C. L. (2009). Emotional contagion and empathy. In J. Decety & W. Ickes (Eds.), The social neuroscience of empathy (pp. 19–30). MIT Press.
Hatzichristou, C., Lampropoulou, A., Georgakakou-Koutsonikou, N., & Yfanti, T. (2022). A multilevel approach for assessing needs and supporting school communities during the COVID-19 pandemic: University, schools, and community interconnections. International Perspectives in Psychology: Research, Practice, Consultation, 11(2), 89–97. https://psycnet.apa.org/doi/10.1027/2157-3891/a000036
Hatzichristou, C., Lykitsakou, K., Lampropoulou, A., & Dimitropoulou, P. (2012). Promoting the well-being of school communities: A systemic approach. In B. Doll, W. Pfohl, J. Yoon (Eds), Handbook of youth prevention science (pp. 253-272). Routledge.
Hodges, C. B., & Barbour, M. K. (2021). Assessing learning during emergency remote education. Italian Journal of Educational Technology, 29(2), 85-98. https://doi.org/10.17471/2499-4324/1208
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12.
Hogan, R. (1969). Development of an empathy scale. Journal of Consulting and Clinical Psychology, 33(3), 307-316. https://doi.org/10.1037/h0027580
Holmberg, B. (2003). A theory of distance education based on empathy. In Moore, M. & Anderson, W. G. (Eds.), Handbook of distance education (pp. 79-86). Lawrence Erlbaum.
Howe, D. (2013). Empathy: What it is and why it matters. Palgrave Macmillan.
Humphry, D., & Hampden-Thompson, G. (2019). Primary school pupils' emotional experiences of synchronous audio-led online communication during online one-to-one tuition. Computers & Education, 135, 100-112. http://dx.doi.org/10.1016/j.compedu.2019.03.003
Ikiz, F. E. (2009). Investigation of counselor empathy with respect to safe schools. Procedia - Social and Behavioral Sciences, 1(1), 2057–2062. https://doi.org/10.1016/j.sbspro.2009.01.361
Janusik, L. A. (2002). Teaching listening: What do we do? What should we do? International Journal of Listening, 16(1), 5-39. https://doi.org/10.1080/10904018.2002.10499047
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Johnson, G. M., & Bratt, S. E. (2009). Technology education students: e-tutors for school children. British Journal of Educational Technology, 40(1), 32–41. https://doi.org/10.1111/j.1467-8535.2007.00805.x
Jones, M. H., & Gallen, A.-M. (2015). Peer observation, feedback and reflection for development of practice in synchronous online teaching. Innovations in Education & Teaching International, 53(6), 616–626. https://doi.org/10.1080/14703297.2015.1025808
Jones, S., Farrington, C. A., Jagers, R., Brackett, M., & Kahn, J. (2019). Social, emotional, and academic development: A research agenda for the next generation. National Commission on social, emotional, and academic development. The Aspen Institute.
Kear, K., Chetwynd, F., Williams, J., & Donelan, H. (2012). Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium. Computers & Education, 58(3), 953–963. https://doi.org/10.1016/j.compedu.2011.10.015
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 1–15. https://doi.org/10.1080/02619768.2020.1809650
Kopp, B., Matteucci, M. C., & Tomasetta, C. (2012). E-tutorial support for collaborative online learners: An exploratory study on experienced and inexperienced e-tutors. Computers & Education, 58(1), 12–20. https://doi.org/10.1016/j.compedu.2011.08.019
Κοσμόπουλος, Α., & Μουλαδούδης, Γ. (2003). Ο Carl Rogers και η προσωποκεντρική του θεωρία για την ψυχοθεραπεία και την εκπαίδευση. Ελληνικά Γράμματα.
Κόσυβας, Γ. (2023). Η ομόχρονη και ετερόχρονη διαδικτυακή μάθηση κατά την πανδημία COVID19: το Διαδικτυακό Σχολείο ευπαθών μαθητών και εκπαιδευτικών της Περιφερειακής Διεύθυνσης Εκπαίδευσης Αττικής. Μέντορας, 20, 239-275.
Κόσυβας, Γ., Μουταβελής, Α. Αποστολόπουλος, Κ. & Φερεντίνος, Σ. (2023). Εξουθένωση των εκπαιδευτικών, Έρκυνα, Επιθεώρηση Εκπαιδευτικών–Επιστημονικών Θεμάτων, 25, 51-75.
Kosyvas, G. (2022a). Outlining the educational achievement of a Greek online school during the COVID-19 pandemic. European Journal of Engineering and Technology Research, Special Issue: CIE 43-48
Kosyvas, G. (2022b). Mutual empathy of vulnerable students and teachers and its impact on students’ personal well-being and academic performance through the online school operated by the Regional Directorate of Education of Attica, Greece during the Covid-19 pandemic. Developmental and Adolescent Health, 2(2), 16-21. https://doi.org/10.54088/kktuj
Kosyvas, G. (2022c). Empowering resilience of vulnerable students with serious health problems during the Covid-19 pandemic: The case of the online school of the regional directorate of education of Attica. In N. Paleologou & E. Samsari (Eds.), IAIE 2022 Conference Proceedings. Intercultural Education on the Move: Facing Old and New Challenges (pp. 154-158), International Association for Intercultural Education.
Κουτσογιάννης, Δ. (2020). Το ελληνικό σχολείο στην εποχή του κορωνοϊού: από την τεχνολειτουργική στην πολιτική προσέγγιση. Στο Π. Κάπολα, Γ. Κουζέλης & Ο. Κωνσταντάς (Επιμ.), Αποτυπώσεις σε στιγμές κίνδυνου (σσ. 549-555). Νήσος.
Kumi-Yeboah, A. (2020). Educational resilience and academic achievement of immigrant students from Ghana in an urban school environment. Urban Education, 55(5), 753-782. https://doi.org/10.1177/0042085916660347
Λιοναράκης, A., Μανούσου, Γκ., Χαρτοφύλακα, Α., Παπαδημητρίου, Σ., & Ιωακειμίδου, Σ. (2021). Editorial. Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία, 17(1), 4-5. https://doi.org/10.12681/jode.26726
Le, N. (2022). Literature review on the barriers to online learning during Covid-19 pandemic. Open Access Library Journal, 9(9), 1–9. https://doi.org/10.4236/oalib.1109219
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25(1), 51-64. https://doi.org/10.1016%2Fj.ecresq.2009.07.005
Μαλικιώση-Λοΐζου, Μ. (2008). Η πολυπολιτισμική διάσταση της ενσυναίσθησης. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 15(1), 1-15.
Malti, T., Chaparro, M. P., Zuffianò, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and adolescents: A developmental analysis. Journal of Clinical Child & Adolescent Psychology, 45(6), 718-731. https://doi.org/10.1080/15374416.2015.1121822
Martin, F., Polly, D., & Rithzaupt, A.D. (2020). Bichronous online learning: Blending asynchronous and synchronous online learning. EDUCAUSE Review 8. Retrieved from: https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem resilience for children and youth in disaster: Reflections in the Ccontext of COVID-19. Adversity and Resilience Science, 1(2), 95–106. https://doi.org/10.1007%2Fs42844-020-00010-w
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433–443. https://doi.org/10.1177/002248702237397
Mehrabian, A., & Epstein, N. (1972). A measure of emotional empathy. Journal of Personality, 40(4), 525–543. https://psycnet.apa.org/doi/10.1111/j.1467-6494.1972.tb00078.x
Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for teaching for student success. College Teaching, 67 (3), 160–168. https://doi.org/10.1080/87567555.2019.1579699
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Fostering socio-emotional learning through early childhood intervention, International Journal of Child Care and Education Policy, 15(6), 1-43. https://doi.org/10.1186/s40723-021-00084-8
Mwangi, C. N., Okatcha, F. M., Kinai, T. K., & Ireri, A. M. (2015). Relationship between academic resilience and academic achievement among secondary school students in Kiambu, International Journal of School and Cognitive Psychoogy, 1-5, County, Kenya. http://dx.doi.org/10.4172/ijscp.S2-003
Narinasamy, I., & Hasmah, W. (2013). Caring teacher in developing empathy in moral education. Malaysian Online Journal of Educational Sciences, 1(1), 1–19.
Nieto, S. (2006). Solidarity, courage and heart: What teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457–473. https://doi.org/10.1080/14675980601060443
Nikiforos, S., Tzanavaris, S., & Kermanidis, K. L. (2020). Post‐pandemic pedagogy: Distance education in Greece during COVID‐19 pandemic through the eyes of the teachers. European Journal of Engineering and Technology Research, Special Issue: CIE. https://doi.org/10.24018/ejeng.2020.0.CIE.2305
Parsons, S. C., & Brown, P. U. (2001). Educating for diversity: An invitation to empathy and action. Action in Teacher Education, 23(3), 1–4. https://psycnet.apa.org/doi/10.1016/B978-0-12-800649-8.00005-5
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
Preston, S. D., & de Waal, F. B. M. (2002). Empathy: Its ultimate and proximate bases. Behavioral and Brain Sciences, 25(1), 1–72. https://doi.org/10.1017/s0140525x02000018
Preston, S. D., & Hofelich, A. J. (2012). The many faces of empathy: Parsing empathic phenomena through a proximate, dynamic-systems view of representing the other in the self. Emotion Review, 4(1), 24-33. https://doi.org/10.1177/1754073911421378
Price, L., Richardson, J. T. E., & Jelfs, A. (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1), 1–20. https://doi.org/10.1080/03075070601004366
Rankin, K. P., Kramer, J. H., & Miller, B. L. (2005). Patterns of cognitive and emotional empathy in frontotemporal lobar degeneration. Cognitive and Behavioral Neurology, 18(1), 28–36. https://doi.org/10.1097/01.wnn.0000152225.05377.ab
Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. Guilford.
Richardson, J. T. E. (2009). Face-to-face versus online tutoring support in humanities courses in distance education. Arts and Humanities in Higher Education, 8(1), 69–85. https://doi.org/10.1177/1474022208098303
Riess, H. (2017). The science of empathy. Journal of patient experience, 4(2), 74-77. https://doi.org/10.1177/1474022208098303
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of consulting psychology, 21(2), 95. https://psycnet.apa.org/doi/10.1037/h0045357
Rogers, C. R. (1969). Freedom to Learn. Merrill Publishing Company.
Rogers, C. R. (1975). Empathic: An unappreciated way of being. The Counseling Psychologist, 5(2), 2-10. https://psycnet.apa.org/doi/10.1177/001100007500500202
Rogers, D., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education, 42(3), 174–181. https://doi.org/10.1177/002248719104200303
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective teacher–student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3
Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29. http://dx.doi.org/10.9790/7388-1201052229
Sarwar, M., Inamullah, H., Khan, N., & Anwar, N. (2010). Resilience and academic achievement of male and female secondary level students in Pakistan. Journal of College Teaching & Learning (TLC), 7(8), 19-23. https://doi.org/10.19030/tlc.v7i8.140
Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125–134. https://doi.org/10.1207/S15326985EP3702_7
Scorgie, K. (2010). Fostering empathy and understanding: A longitudinal case study pedagogy. In C. Forlin (Ed), Teacher education for inclusion (pp. 110-118). Routledge.
Segal, E. A. (2011). Social empathy: A model built on empathy, contextual understanding, and social responsibility that promotes social justice. Journal of Social Service Research 37 (3), 266–277. https://psycnet.apa.org/doi/10.1080/01488376.2011.564040
Segal, E. A., Gerdes, K. E., Lietz, C. A., Wagaman, M. A., & Geiger, J. M. (2017). Assessing empathy. Columbia University Press.
Segal, E. A., & Wagaman, M. A. (2017). Social empathy as a framework for teaching social justice. Journal of Social Work Education, 53(2), 201-211. https://doi.org/10.1080/10437797.2016.1266980
Shimizu, H. (2000). Japanese cultural psychology and empathic understanding: Implications for academic and cultural psychology. Ethos, 28(2), 224-247.
Smith, M., & Bondi, L. (2009). Emotion, place and culture. Taylor and Francis.
Σοφός, Α. (2020). Μάθηση από το σπίτι λόγω κορωνοϊού; Προβληματισμοί και ζητήματα που προκύπτουν. Στο Π. Κάπολα, Γ. Κουζέλης & Ο. Κωνσταντάς (Επιμ.), Αποτυπώσεις σε στιγμές κίνδυνου (σσ. 563-576). Αθήνα: Νήσος.
Σταχτέας, Π., & Σταχτέας, Φ. (2020). Η πανδημία Covid-19 ως παράγοντας επιδείνωσης των ανισοτήτων υγείας. Επιθεώρηση Κοινωνικών Ερευνών, 154, 129-148. https://orcid.org/0000-0002-1657-4696
Stephan, W. G., & Finlay, K. (1999). The role of empathy in improving intergroup relations. Journal of Social issues, 55(4), 729-743. https://psycnet.apa.org/doi/10.1111/0022-4537.00144
Stern, R. S., Harding, T. B., Holzer, A. A., & Elbertson, N. A. (2015). Current and potential uses of technology to enhance SEL. What's now and what's next. In J. Durlak, C. Domitrovich, R. Weissberg & T. Gullott (Eds). Handbook of Social and Emotional Learning. Research and Practice, (pp. 516–531), Guilford Publications.
Stipek, D. (2006). Relationships. Educational Leadership, 64(1), 46-49.
Stotland, E., & Dunn, R. E. (1963). Empathy, self-esteem, and birth order. The Journal of Abnormal and Social Psychology, 66(6), 532-540. https://psycnet.apa.org/doi/10.1037/h0042891
Sumadi, C. D., Hidayat, A., & Agustina, I. (2022). Literature study: Analysis of learning facilities in the pandemic era on the effectiveness of online learning in elementary school. Widyagogik: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 9(2), 183-190. https://doi.org/10.21107/widyagogik.v9i2.13808
Swan, P., & Riley, P. (2015). Social connection: Empathy and mentalization for teachers. Pastoral Care in Education, 33(4), 220–233. https://doi.org/10.1080/02643944.2015.1094120
Tasker, T. J., & Cisneroz, A. (2019). Open-ended questions in qualitative research. Curriculum & Teaching Dialogue, 21(1/2), 119-122.
Taylor, R., Thomas-Gregory, A., & Hofmeyer, A. (2020). Teaching empathy and resilience to undergraduate nursing students: A call to action in the context of Covid-19. Nurse education today, 94, 104524. https://doi.org/10.1016%2Fj.nedt.2020.104524
Testa, D. (2022). Supporting vulnerable students: Staff and parents speak, Health Education Journal, 81(3) 280–292. https://doi.org/10.1177/00178969211073681
Tettegah, S., & Anderson, C. J. (2007). Pre-service teachers’ empathy and cognitions: Statistical analysis of text data by graphical models. Contemporary Educational Psychology, 32(1), 48-82. https://psycnet.apa.org/doi/10.1016/j.cedpsych.2006.10.010
Tran, P.B.T., Pham, N.H.N., Nguyen, M.H., & Le, A.T. (2020). Effect of the social distancing measures on the spread of COVID-19 in 10 highly infected countries. Science of the Total Environment., 742, 140430, 1-8. https://doi.org/10.1016/j.scitotenv.2020.140430
Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pan- demic: using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 58(2), 145–160. https://doi.org/10.1080/09523987.2021.1930479
Τσάπου, K., Ψαρρά, Ε., Κωνσταντίνου, Ι., Καββαδάς, Δ., Χεριστανίδης, Σ., Σιδηρόπουλος, Ε., & Παπαζήσης, Γ. (2022). Ο κοινωνικο-ψυχολογικός αντίκτυπος της πανδημίας COVID-19 στην ελληνική κοινωνία, Αρχεία Ελληνικής Ιατρικής, 39(1), 89-97.
Υπ’ αρ. 55339/8-9-2020 Κοινή Υπουργική Απόφαση, «Λειτουργία των εκπαιδευτικών μονάδων Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης, Ειδικής Αγωγής και Εκπαίδευσης, … » (ΦΕΚ, 3780, Β΄).
Υπ’ αρ. ΔΙΔΑΔ/Φ.64/346/9011/15-5-2020 Κοινή Υπουργική Απόφαση, «Καθορισμός ομάδων αυξημένου κινδύνου για σοβαρή λοίμωξη COVID 19» (ΦΕΚ, 1856, Β΄).
Υπ’ αρ. πρωτ. 136503/Ε3/8-10-2020 Εγκύκλιος, «Ενημέρωση για άδειες εκπαιδευτικών και μελών ΕΕΠ-ΕΒΠ βάσει ρυθμίσεων για την αντιμετώπιση της ανάγκης περιορισμού της διασποράς του κορονοϊού».
Υπ’ αρ. πρωτ. Φ.22.2/15916/23-10-2020 Εγκύκλιος Π.Δ.Ε. Αττικής «Οδηγίες προσ. τους Διευθυντές Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης και τους Δ/ντες Σχολικών Μονάδων για την εφαρμογή της εξ αποστάξεως εκπαίδευσης κατά το σχολικό έτος 2020-21 μέσω των “Διαδικτυακών Τμημάτων”».
Υπ’ αρ. 120126/ΓΔ4/12-9-2020 Κοινή Υπουργική Απόφαση «Παροχή σύγχρονης εξ αποστάσεως εκπαίδευσης για το σχολικό έτος 2020-2021» (ΦΕΚ 3882, Β΄).
UNESCO (2020). COVID-19 education response. Retrieved from: https://www.unesco.org/en/covid-19/education-response/initiatives
Utomo, D. T. P., & Ahsanah, F. (2022). The implementation of bichronous online learning: EFL students’ perceptions and challenges. Journal of English Language Teaching, 11(2). https://doi.org/10.15294/elt.v11i2.54273
Χρυσαφίδης, Κ. (2006). Βιωματική-επικοινωνιακή διδασκαλία. Gutenberg.
Walter, H. (2012). Social cognitive neuroscience of empathy: Concepts, circuits, and genes. Emotion Review, 4(1), 9-17. https://doi.org/10.15294/elt.v11i2.54273
Wang, X., Zhang, L., Peng, Y., Lu, J., Huang, Y., & Chen, W. (2022). Development and validation of the empathy scale for teachers (EST). Studies in Educational Evaluation, 72, 101112, 1-8. http://dx.doi.org/10.1016/j.stueduc.2021.101112
Webb, S. (2012). Online tutoring and emotional labour in the private sector. Journal of Workplace Learning, 24(5), 365–388.
Wilce, J., & Fenigsen, J. (2016). Emotion pedagogies: What are they, and why do they matter? Ethos, 44(2), 81–95. https://doi.org/10.1111/etho.12117
Wilkins, P. (1997). Empathy: A desirable quality for effective interpersonal communication? Applied Community Studies, 3(2), 35-45.
Xiao, B., Imel, Z. E., Georgiou, P., Atkins, D. C., & Narayanan, S. S. (2016). Computational analysis and simulation of empathic behaviors: A survey of empathy modeling with behavioral signal processing framework. Current Psychiatry Reports, 18, 1-11. https://doi.org/10.1007%2Fs11920-016-0682-5
Zorza, J. P., Marino, J., de Lemus, S., & Mesas, A. A. (2013). Academic performance and social competence of adolescents: Predictions based on effortful control and empathy. The Spanish journal of psychology, 16, E87. https://doi.org/10.1017/sjp.2013.87