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, Evgenia Gkintoni, Samuel Zagarella, Urs Granacher, Pedro Forte, Ricardo Ferraz, Rodrigo Ramírez‐Campillo, Bastián Carter-Thuillier, Ferman Konukman, Ali Nouri, Bernadette Bentley, Pegah Marandi, Monèm Jemni
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.