Abstract
<p>Objective of this research is to investigate identity functions and empathetic tendencies of teacher candidates<strong>. </strong>Sample consists of 232 teacher candidates in social studies teacher education. Survey model is preferred to investigate the difference between identity functions and empathetic tendencies of teacher candidates. And also correlational design is used to investigate the relationship between identity functions and empathetic tendencies of teacher candidates. Findings are: Identity functions and empathetic tendencies of teacher candidates don’t change according to gender, class, education level of mother and father, family income and education type. İdentity functions points of teacher candidates change according to age but empathetic tendencies of teacher candidates don’t change according to age. İdentity functions points of teacher candidates don’t change according to geographical region but empathetic tendencies of teacher candidates change according to geographical region. İdentity functions and empathetic tendencies points of teacher candidates change according to administrative division. There is not a significant relationship between identity functions and empathetic tendencies of teacher candidates at 0.05 level of significance.</p>
Highlights
Empathy is defined in different ways and these definitions complete each other. Rogers (1983) defines empathy as the process of a person’s understanding feelings and his or her thought about a given situation correctly
The problems depending on the purpose were determined as below: Do identity functions and empathetic tendencies of teacher candidates differ according to gender, age, class, geographical regions, administrative divisions, education level of father and mother, family income and education type?
Identity functions points of teacher candidates change according to age (p≤.05) but empathetic tendencies of teacher candidates don’t change according to age (p>.05)
Summary
Empathy is defined in different ways and these definitions complete each other. Rogers (1983) defines empathy as the process of a person’s understanding feelings and his or her thought about a given situation correctly. Cognitive empathy is defined as a cognitive ability that provides understanding others’ feelings (Zahn-Waxler & Radke-Yarrow, 1990). Marcia (1966) prepared a identity status model and described four identity statuses; identity achievement, moratorium, foreclosure, identity diffusion After these models, Adams and Marshall’s (1996) undertook identity in terms of its functions told an active identity is a self-constructive and complicated internal system, which has its own psychological functions for individuals. Conducting researches about functions of identity and empathetic tendencies with teacher candidates is important. The problems depending on the purpose were determined as below: Do identity functions and empathetic tendencies of teacher candidates differ according to gender, age, class, geographical regions, administrative divisions, education level of father and mother, family income and education type?. How is relationship between identity functions and empathetic tendencies of teacher candidates?
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