Perfil empático del estudiantado que accede a los estudios de grado de Educación Primaria Villena Martínez, María Dolores Layton Jaramillo, Soraya Linares Baeza, Lorena Montero García, Inmaculada Pérez García, Purificación Empathy University student Primary Education Degree Male gender Female gender Pedagogical knowledge Proyecto de investigación I+D+i con fondos públicos PAIDI 2020 de la Junta de Andalucía, titulado “El desarrollo personal en la formación inicial del docente: la empatía del estudiantado y del profesorado” (Ref. P20_00698). The emergence of neuroscience in education is prompting us to rethink (from a neuroeducational standpoint), possible links that strengthen the recognition of the importance of empathy in initial training. We aim to determine the profile of students who enter teacher training — with a particular focus on their empathy and conception of what it means to be a teacher. The study involved 213 first-year students of the Primary Education Degree at public Andalusian universities. A dual methodolog-ical approach was employed, combining a mixed methodology that made use of information technol-ogies by using the Google Forms tool as a means of data collection. The form was composed of five blocks: participant information, sociodemographic data, motivation for choice of studies, the concep-tion of what it means to be a teacher, and the Interpersonal Reactivity Index (IRI) empathy test. The results revealed that the students presented satisfactory mean scores on all the factors concerning the empathy measure, with women scoring higher than men. Regarding what it means to be a teacher, empathy is the most outstanding trait for women, while for men, it is pedagogical knowledge. 2024-02-16T07:42:12Z 2024-02-16T07:42:12Z 2022 info:eu-repo/semantics/bookPart Published version: Villena-Martínez, MD., Layton-Jaramillo, S., Linares-Baeza, l., Montero-García, I., y Pérez-García, P. (2022). Perfil empático del estudiantado que accede a los estudios de grado de Educación Primaria. En C. Gonzálvez, R. Sanmartín, y M. Vicent (Eds.), Nuevos retos educativos e investigación interdisciplinaria (pp. 545-566). Aula Magna-McGraw Hill 9788419544513 https://hdl.handle.net/10481/89230 spa http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional Aula Magna-McGraw Hill