Centering Empathy Through Embodied Experiential Learning in Teacher Education

ABSTRACT Developing empathy in teacher education is essential as it contributes to increased sensitivity and understanding between teachers and their students. This is especially important for preservice content‐area teachers (PCTs) who may have limited linguistic awareness yet will be potentially teaching emergent multilinguals in their mainstream classrooms. In response, this inquiry explored the role of a simulated language learning experience (SLLE) as an embodied approach to center empathy in PCT training. Framed by Dewey's theory of experience, it used a qualitative composite narrative approach to explore PCTs' felt experiences and empathetic development through embodiment. Findings showed that emotional intensity appeared to be the strongest factor in producing empathetic reactions followed by disengagement due to lack of understanding. In contrast to similar research, participants continued to experience intense emotional and physical responses to the lesson even when supported by TESOL strategies. The embodied experience provides a pedagogical example for building empathy while also presenting implications for increased reflection to avoid false empathy.