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.
Purpose: Here, we review the history of teacher neuroscience professional development and identify challenges in developing EN teacher learning programs. Next, we present 'learning study', a form of collaborative action research, as a framework for addressing these challenges.
Conclusion: We highlight how learning study could be used as an appropriate model for exploring future classroom applications of theoretical neuroscience.
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| http://dx.doi.org/10.1016/j.tine.2019.100116 | DOI Listing |
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