Browsing by Author "Ayzik, Elanit"
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Item Professional Knowledge and Awareness of Teachers in Israeli Schools(2021) Ayzik, Elanit; Kabat, Małgorzata. Promotor; Johnsson, Ewa. PromotorThe aim of the study is to examine the professional knowledge and awareness of teachers for traditional or innovative teaching in an environment that includes scientific and technological development and rapid changes of a global world, in schools in Israel. Also, creating a theoretical model and practical guidelines for developing professional knowledge and teachers' awareness. The doctoral dissertation and definition of teacher awareness is based on the theory of Illeris, a social constructivist theory that links teacher awareness to environmental interaction. The literary review focuses on Multidimensional Contexts teachers' knowledge and its relation to teacher awareness, opportunities and barriers to learning awareness. Also, defining awareness as an interdisciplinary category, new modern human needs and the need of teachers to see the “big picture” and adapt teaching to the changing environment. In addition, the unique physical and organizational characteristics of schools in Israeli society, traditional and modern teaching, professional development of teachers and their effects on the of teachers in Israel. The methodology is based on the mixed method approach that combines two research methods, quantitative and qualitative, for a deeper insight into experimental diagnostic research. The independent variables are professional knowledge and teacher awareness, the dependent variable is the schools in Israel. The number of study participants included 90 science and technology teachers from Jewish elementary schools. The conclusions of the study showed that Israeli teachers are more aware of traditional teaching in cognitive, emotional and social functioning. Teachers who have been trained about globalization have a The aim of the study is to examine the professional knowledge and awareness of teachers for traditional or innovative teaching in an environment that includes scientific and technological development and rapid changes of a global world, in schools in Israel. Also, creating a theoretical model and practical guidelines for developing professional knowledge and teachers' awareness. The doctoral dissertation and definition of teacher awareness is based on the theory of Illeris, a social constructivist theory that links teacher awareness to environmental interaction. The literary review focuses on Multidimensional Contexts teachers' knowledge and its relation to teacher awareness, opportunities and barriers to learning awareness. Also, defining awareness as an interdisciplinary category, new modern human needs and the need of teachers to see the “big picture” and adapt teaching to the changing environment. In addition, the unique physical and organizational characteristics of schools in Israeli society, traditional and modern teaching, professional development of teachers and their effects on the of teachers in Israel. The methodology is based on the mixed method approach that combines two research methods, quantitative and qualitative, for a deeper insight into experimental diagnostic research. The independent variables are professional knowledge and teacher awareness, the dependent variable is the schools in Israel. The number of study participants included 90 science and technology teachers from Jewish elementary schools. The conclusions of the study showed that Israeli teachers are more aware of traditional teaching in cognitive, emotional and social functioning. Teachers who have been trained about globalization have a much higher awareness of innovative teaching compared to those who do not. Israeli women teachers have a higher awareness of innovative teaching compared to male teachers, and young Israeli teachers have a higher awareness of innovative teaching compared to older teachers, but adapt to the existing traditional school reality.Item The Theoretical Approach to Awareness as an Interdisciplinary Category – A few Reflection(Wydawnictwo Naukowe UAM, 2017) Ayzik, ElanitThe 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.