Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Empathy is a form of perception in which individuals access the perspectives others about world order to build knowledge it. It also source self-knowledge because, as con- sequence learning how see us, we can regulate and refine ourselves. is, therefore, an important capacity through social cohesion created. The aim this paper consider role professional empathy between teachers when they engage collective development activities, recognising that fear critical gaze potential for shame inhibit participation. In do this, phenomenological ideas relation formation bonds are explored. Ideas visibility vulnerability examined. This explores importance then posits need it promote effective teacher development. A framework enabling culture support growth offered highlights three simultaneous forms engagement; collective, interpersonal individual.