Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom
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Fecha
2023
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Neurotak Publishing
Nombre de Curso
Licencia CC
CC BY-NC 4.0 ATTRIBUTION-NONCOMMERCIAL 4.0 INTERNATIONAL Deed
Licencia CC
https://creativecommons.org/licenses/by-nc/4.0/
Resumen
Constant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education. © 2023 by Sortwell et al.
Notas
Indexación: Scopus.
Palabras clave
Educational Neuroscience, Interdisciplinary, Neuromyths, Translation
Citación
Neuroscience Research Notes. Volume 6, Issue 4. 2023. Article number 266
DOI
10.31117/neuroscirn.v6i4.266