Abstrakt
The article presents different definitionsfrom different disciplines for the concept of “Awareness” and the central role of science in shaping the way teachers think and change their perceptions. In a period of the lack of stability, diversity, and heterogeneity in academic, cultural, and socioeconomic terms, teaching and education become a complicated and demanding tasks for the teacher. The teacher who meets the complex educational challenges findsit difficultto adjust to accelerated and endless social, scientific,and technological changes and to change the perception of his role from a source of knowledge to a transfer of knowledge. Most teachers of our time were not trained to be conscious of the influencesof globalization on the lives of the students and communities, differences, equality, and globalization that characterize society as a whole and are required of the teachers in society of our time. The author definesthe teachers’ consciousness as an Interdisciplinary Category. The increase of the teachers’ awareness of the processes of thinking and doing, as a result of the internal and external events around them, may help teachers map their abilities, needs, and expectations, understand the factors of their behavior, plan their course for the future, and definefor themselves goals commensurate with the requirements. The awareness grants the teachers an opportunity to take responsibility over the knowledge and thus may change the school experience.
Bibliografia
Aloni N., Humanistic Education: Theory into Practice, Education and its Environs: Annual Journal of the HaKibbutz College of Education, 2004, 26.
Bargh J., Kazdin A.E., Encyclopedia of Psychology, Washington DC, US: American Psychological Association, Oxford University Press, New York 2000, 1.
Bauman Z., Globalization: The Humane Aspect (Translated by G. Hazanov), Kav Adom, Ha-Kibbutz HaMeuchad Press, Tel Aviv 2002.
Chalmers D.J., Facing up to the Problem of Consciousness, Journal of Consciousness Studies, 1995, 2(3).
Clandinin D.J., Personal Practical Knowledge: A Study of Teachers’ Classroom Images, Journal of Curriculum Inquiry, 2014.
Gergen K.J., Realities and Relationships: Soundings in Social Constructionism, Harvard University Press, Cambridge 1994.
Giroux H.A., Introduction: Democracy, Education, and the Politics of Critical Pedagogy, [in:] Critical Pedagogy: Where Are We Now?, Eds. P. McLaren, J.L. Kincheloe, New York 2007.
Giroux H.A., Theory and Resistance in Education, South Hadley, Mass 1983.
Hanin D., Globalization and Its Disappointments: Education in Globalization, Echo of Education, December 2007.
Hargreaves A., Fink D., Sustainable Leadership, Jossey-Bass, San Francisco 2006.
Harpaz Y., Give Children Fish: Thinking about Thinking, Echo of Education, April 2009, 73, 5.
Hoyle E., Professionality, Professionalism and Control in Teaching, [in:] Management in Education: The Management of Organizations and Individuals, Eds. V. Houghton et al., Ward
Lock Educational in Association with Open University Press, London 1975.
Hoyle E., Teaching: Prestige, Status and Esteem, Educational Management and Administration, 2001, 29(2).
Illeris K., Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social, Krieger, Malabar, Florida 2003.
Illeris K., The Fundamentals of Workplace Learning, Understanding How People Learn in Working Life, Routledge, New York 2011.
Illeris K., Transformativ learning & identitet, Samfundslitteratur, Copenhagen 2014.
James W., The Principles of Psychology (2 volumes in 1), Dover Publications, New York 1950, s.143-183.
Johnson J.A., Ascertaining the Validity of Individual Protocols from Web-Based Personality Inventories, Journal of Research in Personality, 2005, 39.
Kincheloe J.L., Critical pedagogy in the twenty-first century: Evolution for survival, [in:] Critical pedagogy: Where are we now? Eds. P. McLaren, J.L. Kincheloe, Open University Press, Bristol 2007.
Leivovitz A., Degree of ‘Scientific-ness’ of Science, Academia Journal, 2008, 18.
Margolin A., Beyond the River – Multiple-Program Path of Training: Training of Teachers as Conversation, Mofet Institute and Levinsky College of Education, Tel Aviv 2010.
Martin A., Madigan D. (Eds.), Digital Literacies for Learning, Facet Publishing, London 2006.
McGrew A.G., Lewis P.G., Global Politics: Globalization and the Nation State, Polity Press, Cambridge 1992.
Merriam S., Baumgartner L., Caffarella R., Learning in Adulthood: A Comprehensive Guide, Jossey-Bass, San Francisco 2007.
Merryfield M.M., Why Aren’t Teachers Being Prepared to Teach for Diversity, Equity and Interconnectedness? A Study of Lived Experience in the Making of Multicultural and Global
Educators, Teaching and Teacher Education, 2000, 16.
Okoń W. (Ed.), Pedagogical Dictionary, PWN, Warszawa 1992.
Pasternak R., Chapters in the Sociology of Education, Ramot, Tel Aviv 2002.
Peretz M., Position Paper on the Topic of the Teacher’s Status: New Directions 2009.
Resnick G., To Build Global Citizenship: Education for Globalization, Echo of Education, December 2007.
Salpeter J., 21st Century Skills: Will Our Students Be Prepared? Technology and Learning, 2003, 24(3).
Sergiovanni T.J., Organization, Market and Community vs. Strategies for Changes: What Works Best for Deep Changes in Schools, [in:] International Handbook for Educational Change, Eds. A. Hargreaves et al., Kluwer Academic Publishers, Great Britan 1998.
Shenar M., The Teacher, the Pupil and the School in Reality of Global Cultural, Imagination and Action, 2010, 13.
Shor A., Freire P., What is the Dialogic Teaching Method, [in:] Pedagogy of Release: Dialogues of Change in Education, Mifras, Tel Aviv 1990.
Sillamy N., Słownik psychologii, Książnica, Katowice 1994.
Sohlberg M.M., Assessing and Managing Unawareness of Self, Seminars in Speech and Language, 2000, 21(2).
Varela F.J., Neurophenomenology: A Methodological Remedy for the Hard Problem, Journal of Consciousness Studies, 1996, 3(4).
Vidislavsky M., Peled B., Pavesner A., Innovative Pedagogy or Quality Pedagogy in an Innovative Environment, The Four M Pillars, 2011, 27.
Vygotsky L., Learning in a Social Context: Development of Higher Psychological Processes, [in:] Learning in the Social Context, Eds. M. Tsellermeir, A. Kozulin, Tel Aviv 2004