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

• Autor(es): Sortwell, Andrew ; Evgenia, Gkintoni ; Zagarella, Samuel ; Granacher, Urs ; Forte, Pedro ; Ferraz, Ricardo ; Ramirez-Campillo, Rodrigo ; Carter-Thuillier, Bastian ; Konukman, Ferman ; Nouri, Ali ; Bentley, Bernadette ; Marandi, Pegah ; Jemni, Monèm
• Data: 2023
• Identificador Persistente: http://hdl.handle.net/10198/29128
• Origem: Biblioteca Digital do IPB
• Assunto(s): Educational neuroscience; Translation; Interdisciplinary; Neuromyths; Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS::Sports
• Tipo de Documento: Artigo científico
• Idioma: Inglês
• Contribuidor(es): Biblioteca Digital do IPB

Descrição

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.