A Place for Neuroscience in Teacher Knowledge and Education

Research output: Contribution to journalComment/debatepeer-review

Abstract

The foundational contributions from neuroscience regarding how learning occurs in the brain reside within one of Shulman's seven components of teacher knowledge, Knowledge of Students. While Knowledge of Students combines inputs from multiple social science disciplines that traditionally inform teacher education, teachers must also (and increasingly) know what happens inside students' brains. Neuroscience professional development provides neuroscience principles that teachers can learn and apply to distinguish among pedagogical choices, plan lessons, guide in-the-moment classroom decisions, and inform the views of students. Neuroscience does not directly invent new pedagogies. Rather, knowledge of neuroscience guides teachers in choosing appropriate pedagogies, pragmatically informing teaching. By providing physiological explanations for psychological phenomena relevant to education, teachers benefit from neuroscience content in their training and professional development.

Original languageEnglish (US)
Pages (from-to)267-276
Number of pages10
JournalMind, Brain, and Education
Volume16
Issue number4
DOIs
StatePublished - Nov 2022

Bibliographical note

Publisher Copyright:
© 2022 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals LLC.

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