Empathy in teachers in neuroeducational activities during COVID-19 pandemic context

Abstract

Empathy is a multidimensional skill that includes cognitive, affective and behavioural components. The study of empathy with teachers is quite relevant, because this dimension of emotional competence is recognised as an emotional, cognitive and interactive strategy that allows for the recognition of other people’s perceptions, favouring the pedagogical teacher-student relationship and may be a determinant of the quality of the teaching/learning process, particularly in circumstances of adversity. The objective of the present study was to understand how empathy worked in the relationship between Portuguese primary school teachers during neuroeducational activities, along the first confinement imposed by the COVID-19 pandemic. For this research, a qualitative methodological approach was used and, as a data collection technique, a focus group was conducted with a convenience sample of six primary school teachers in the northern region of Portugal. The discussion was recorded and transcribed with the participants’ informed consent. Subsequently, a content analysis of the data collected was performed. The response category that emerged was empathy. The teachers involved in the neuroeducational activities in the context of confinement by COVID-19 demonstrated that their behaviours and attitudes became more empathic in the distance learning period. It is concluded that it is necessary to implement new strategies and new dynamics to maintain these empathic behaviours and attitudes in educational settings, especially in situations of greater adversity.