Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience.

Background: Researchers routinely cite neuromyths and neurorealism as barriers preventing teachers from effectively applying brain research to practice. A primary goal within educational neuroscience (EN), is to provide teachers with professional development that allows them to overcome these barriers and gain agency in developing the field. Yet, the EN literature does not provide a tangible framework for developing teachers' philosophical perspectives regarding neuroscience in education.