The strategy of forming pre-service school teachers’ empathic culture: peculiarities of manifestation and development

Introduction. The author studies the problem of initial teacher training with the main focus on developing empathic behavior skills and empathic culture. The purpose of the article is to establish the strategy of forming an empathic culture of pre-service school teachers, taking into account the peculiarities of its manifestation and development when students take any Humanities course. Materials and Methods. The study was conducted on the basis of methodological approaches for modelling the concept of forming pre-service teachers’ empathic culture (system-synergetic, personal-hermeneutic and constructive-activity approaches). The research methods included observational methods (observation and self-assessment); praximetric methods (method of studying the results of activities), and psychodiagnostic methods. Results. The undertaken research indicates that the phenomenon of empathic culture of pre-service school teachers is under-researched at the present time. The author has identified the characteristic features of forming pre-service teachers’ empathic culture and empathic behaviors, justified the need for methods of forming the empathic qualities appropriate for multicultural educational environments. The analysis of scientific literature enabled the author to establish the strategy for forming an empathic culture of pre-service school teachers, taking into account the characteristics of its manifestation and development. The article provides a detailed description of the presented strategy and substantiates its importance for initial teacher training. The strategy contributes to developing empathic culture of pre-service teachers and can be included in any course of Humanities. Conclusions. The article summarizes the research findings about the strategy of forming pre-service school teachers’ empathic culture with the main focus on its manifestation and development.