Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of... Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

Loading next page...
 
/lp/wiley/the-impact-of-a-modified-initial-teacher-education-on-challenging-UqW8fp1y0w

References (50)

Publisher
Wiley
Copyright
Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12219
Publisher site
See Article on Publisher Site

Abstract

Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.

Journal

Mind, Brain, and EducationWiley

Published: Nov 1, 2019

There are no references for this article.