Making neuroscience a priority in initial teacher education curricula : a call for bridging the gap between research and future practices in the classroom

Andrew Sortwell; Gkintoni Evgenia; Samuel Zagarella; Urs Granacher; Pedro Forte; Ricardo Ferraz; Rodrigo Ramirez-Campillo; Bastian Carter-Thuillier; Ferman Konukman; Ali Nouri; Bernadette Bentley; Pegah Marandi; Monèm Jemni

doi:10.31117/neuroscirn.v6i4.266

Making neuroscience a priority in initial teacher education curricula : a call for bridging the gap between research and future practices in the classroom

Andrew Sortwell
, Gkintoni Evgenia
, Samuel Zagarella
, Urs Granacher
, Pedro Forte
, Ricardo Ferraz
, Rodrigo Ramirez-Campillo
, Bastian Carter-Thuillier
, Ferman Konukman
, Ali Nouri
, Bernadette Bentley
, Pegah Marandi
, Monèm Jemni

Research output: Contribution to journal › Article › peer-review

16 Citations (Scopus)

Abstract

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.

Original language	English
Article number	266
Pages (from-to)	1-7
Number of pages	7
Journal	Neuroscience Research Notes
Volume	6
Issue number	4
DOIs	https://doi.org/10.31117/neuroscirn.v6i4.266
Publication status	Published - 2023

Bibliographical note

Publisher Copyright:
© 2023 by Sortwell et al.

Open Access - Access Right Statement

© 2023 by Sortwell et al. for use and distribution according tothe Creative Commons Attribution (CC BY-NC 4.0) license (https://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Educational neuroscience
Translation
Interdisciplinary
Neuromyths

Access to Document

10.31117/neuroscirn.v6i4.266

Cite this

Sortwell, A., Evgenia, G., Zagarella, S., Granacher, U., Forte, P., Ferraz, R., Ramirez-Campillo, R., Carter-Thuillier, B., Konukman, F., Nouri, A., Bentley, B., Marandi, P., & Jemni, M. (2023). Making neuroscience a priority in initial teacher education curricula : a call for bridging the gap between research and future practices in the classroom. Neuroscience Research Notes, 6(4), 1-7. Article 266. https://doi.org/10.31117/neuroscirn.v6i4.266

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doi = "10.31117/neuroscirn.v6i4.266",

language = "English",

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Sortwell, A, Evgenia, G, Zagarella, S, Granacher, U, Forte, P, Ferraz, R, Ramirez-Campillo, R, Carter-Thuillier, B, Konukman, F, Nouri, A, Bentley, B, Marandi, P & Jemni, M 2023, 'Making neuroscience a priority in initial teacher education curricula : a call for bridging the gap between research and future practices in the classroom', Neuroscience Research Notes, vol. 6, no. 4, 266, pp. 1-7. https://doi.org/10.31117/neuroscirn.v6i4.266

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AU - Sortwell, Andrew

AU - Evgenia, Gkintoni

AU - Zagarella, Samuel

AU - Granacher, Urs

AU - Forte, Pedro

AU - Ferraz, Ricardo

AU - Ramirez-Campillo, Rodrigo

AU - Carter-Thuillier, Bastian

AU - Konukman, Ferman

AU - Nouri, Ali

AU - Bentley, Bernadette

AU - Marandi, Pegah

AU - Jemni, Monèm

PY - 2023

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AB - 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.

KW - Educational neuroscience

KW - Translation

KW - Interdisciplinary

KW - Neuromyths

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UR - https://www.scopus.com/pages/publications/85173860956

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DO - 10.31117/neuroscirn.v6i4.266

M3 - Article

SN - 0168-0102

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EP - 7

JO - Neuroscience Research Notes

JF - Neuroscience Research Notes

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ER -

Making neuroscience a priority in initial teacher education curricula : a call for bridging the gap between research and future practices in the classroom

Abstract

Bibliographical note

Open Access - Access Right Statement

UN SDGs

Keywords

Access to Document

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