Universal Journal of Educational Research Vol. 3(2), pp. 63 - 74
DOI: 10.13189/ujer.2015.030201
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Rethinking Education – Emerging Roles for Teachers

Fatima Rehan Dar *
SZABIST, Karachi-Pakistan


The purpose of the study was to find out how teachers role modeled and taught empathetic and pro-social skills at the primary level. The study was qualitative in nature and followed a case study approach. Observations of regular English language classes were done from Grades 1-5 to see if class lessons incorporated the said themes and whether teachers displayed the stated skills in classrooms. Another set of observations were conducted after teachers were requested to highlight empathetic and pro-social themes in texts and activities. The second set of observations noticed if the use of empathetic and pro-social textual materials and activities raised awareness among students about the said themes and affected student interest and teacher behaviour in any way. Teachers were also interviewed to register their thoughts on their own empathetic and pro-social behaviours and their experience of teaching the same in classrooms. The deputy curriculum developer from Grades 1-5 was also interviewed to take her opinion about teachers as appropriate role models to teach the said skills and the time given to the development of such skills in the professional development programmes. The findings established teachers as weak role models for the demonstration of empathetic and pro-social skills in classrooms. However, they successfully incorporated and taught the same skills through texts. The paper encourages teachers to exhibit more empathetic and compassionate skills in classrooms so that students can be equipped with sound academic and affective skills for a more positive assimilation in society at large.

Cognitive Development Empathy Pro-social Skills Role Model Teachers

Cite this paper
Fatima Rehan Dar . "Rethinking Education – Emerging Roles for Teachers." Universal Journal of Educational Research 3.2 (2015) 63 - 74. doi: 10.13189/ujer.2015.030201.