Dubinsky, Janet MRoehrig, GillianVarma, Sashank2024-06-182024-06-182022-08-22https://hdl.handle.net/11299/263950Understanding how learning occurs in students’ brains provides teachers with insights into how to choose appropriate classroom pedagogies both in lesson planning and in-the-moment classroom decision making. Neuroscience knowledge also shapes how teachers view students’ abilities and potentials. These practical applications of neuroscience illustrate the importance of including neuroscience in professional development and initial teacher education, under the component of teacher professionalism established by Shulman as Knowledge of Students. © 2022 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals LLC. 1 This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.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.en-USCreative Commons Attribution-NonCommercial Licenseneuroeducationeducational neuroscienceteacher preparationscience of learningmind brain educationknowledge of studentsArticlehttps://doi.org/10.1111/mbe.12334