Infusing Neuroscience Into Teacher Professional Development

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Infusing Neuroscience Into Teacher Professional Development

Published Date

2013-08-01

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American Educational Research Association

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Article

Abstract

Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into preservice teacher preparation, focusing on institutional and cultural barriers.

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This article describes how teachers respond to neuroscience training across all BrainUs to date and adapts the Society for Neuroscience Core Concepts for their applicability to teaching and education.

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Funding for BrainU was provided by the National Institutes of Health, National Center for Research Resources, National Institute on Drug Abuse, and the Office of the Director, Science Education Partnership Awards R25 RR17315, R25 DA023955, and R25 OD011131; Howard Hughes Medical Institute 72500-522006, MN Department of Higher Education, University of Minnesota Medical School, and University of Minnesota Academic Health Center.

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DOI: 10.3102/0013189X13499403

Previously Published Citation

Dubinsky JM, Roehrig G, Varma S. Infusing Neuroscience Into Teacher Professional Development. Educational Researcher, Vol. 42 No. 6, pp. 317–329. DOI: 10.3102/0013189X13499403

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