The properties of the modern world and the teacher’s awareness

• Authors: Elanit Ayzik
• Languages of publication: EN

Abstracts

EN

The article discusses the teacher’s awareness and professional knowledge, emphasizing the characteristics and changes taking place in the modern world and their influence on teaching. Self-definition of the teacher’s consciousness has been developed based on the theory of Illeris (2003. p. 227) as a subjective process, which affects the way the teacher operates and assimilates information in the workplace through social interaction. The article presents refers to the concept of “teacher consciousness” as an interdisciplinary concept that characterizes the challenges of the modern world with an emphasis on the development of science and technology, On this background, the importance of the view of the “big picture” (Khenin, 2007: 36–39) stands out in the development of broad pedagogical awareness in the planning of teachers’ training. Teacher awareness is an acquired learning tool that enables cognitive ability to extract raw reality from the interpretation of attitudes and beliefs and may determine the school culture and its affiliation to a traditional or an innovative stream.

Keywords

EN

awareness; professional-knowledge; teacher; globalization; science; technology

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Kultura-Społeczeństwo-Edukacja
• Year: 2018
• Volume: 13
• Issue: 1
• Pages: 83-90

Dates

published

2018-06-15

Contributors

author

Elanit Ayzik

• Ministry of Education, Israel

References

• Aloni N. (2004). Humanistic education: theory into practice. “Education and Its Environs: Annual Journal of the HaKibbutz College of Education” 26, pp. 41–51.
• Bargh J., Kazdin A.E. (2000). Encyclopedia of Psychology, vol. 1. Washington, DC. pp. 347–348.
• Chalmers D.J. (1995). Facing up to the problem of consciousness. “Journal of Consciousness Studies” 2.3, pp. 200–219.
• Clandinin D.J. (2014). Personal practical knowledge: a study of teachers’ classroom images. “Journal of Curriculum Inquiry” pp. 361–385.
• Clark C.M., Peterson P.L. (1986). Teachers thought processes. [In:] M.C. Wittrock (ed.). Handbook of Research on Teaching. New York, pp. 225–296.
• Gergen K.J. (1994). Realities and Relationships: Soundings in Social Constructionism. Cambridge.
• Giroux H.A. (1983). Theory and Resistance in Education. South Hadley.
• Giroux H.A. (2007). Introduction: Democracy, Education, and the Politics of Critical Pedagogy. [In:] P. McLaren & J. L. Kincheloe, Critical Pedagogy: Where Are We Now? (pp. 1–5). New York.
• Goskov E. (2016). The Teacher No Longer Has Eyes in the Back: Crisis of Educational Authority in the Post-Modern Era and Guidelines for Rehabilitation. Tel Aviv.
• Hanin D. (2007). Globalization and its disappointments: education in globalization. “Echo of Education” December, 36–39.
• Hargreaves A., Fink D. (2006). Sustainable Leadership. San Francisco, CA.
• Harpaz Y. (2009). Give children fish: thinking about thinking. “Echo of Education”, April, 73, 5, pp. 38–44.
• Hoyle E. (1975). Professionality, professionalism and control in teaching. [In:] V. Houghton et al. (eds). Management in Education: The Management of Organizations and Individuals. London.
• Illeris K. (2003). Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social. Malabar, Florida.
• Illeris K. (2011). The Fundamentals of Workplace Learning, Understanding How People Learn in Working Life. New York.
• Illeris K. (2014). Transformativ Learning & Identitet. Copenhagen.
• James W. (1950). The Principles of Psychology. (Originally published 1890). New York.
• Johnson, J.A. (2005). Ascertaining the validity of individual protocols from Web-Based Personality Inventories. “Journal of Research in Personality”, 39, 103–129.
• Kincheloe J.L. (2007). Critical pedagogy in the twenty-first Century: evolution for survival. [In:] P. Mc-Laren & J.L. Kincheloe (eds). Critical Pedagogy: Where are we now? New York, pp. 9–42.
• Levine J. (1983). Materialism and qualia: the explanatory gap. “Pacific Philosophical Quarterly” 64.4, pp. 354–361.
• Martin A., Madigan D. (eds) (2006). Digital Literacies for Learning. London.
• McGrew A.G., Lewis P.G. (1992). Global politics; globalization and the nation state. “Polity Press” pp. 30–315.
• Pasternak R. (2002). Chapters in the Sociology of Education. Tel Aviv.
• Salpeter J. (2003). 21st century skills: will our students be prepared? “Technology and Learning” 24(3), pp. 17–26.
• Shenar M. (2010). The teacher, the pupil and the school in reality of global cultural. “Imagination and Action” 13, pp. 17–44.
• Shor A., Freire P. (1990). What is the dialogic teaching method. “Pedagogy of Release: Dialogues of Change in Education”, pp. 105–126.
• Sillamy N. (1994). Słownik psychologii. Katowice.
• Sohlberg M.M. (2000). Assessing and managing unawareness of self. “Seminars in Speech and Language” 21(2), pp. 135–151.
• Varela F.J. (1996). Neurophenomenology: A methodological remedy for the hard problem. “Journal of Consciousness Studies” 3.4, pp. 330–349.
• Vidislavsky M., Peled B., Pavesner A. (2011). Innovative pedagogy or quality pedagogy in an innovative environment. “The Four M Pillars” 27, pp. 1–6.
• Vygotsky L. (2004). Learning in a social context: development of higher psychological processes. [In:] M. Tsellermeir, A. Kozulin (eds). Learning in the Social Context. Tel Aviv.

Identifiers

DOI

10.14746/kse.2018.13.6