Dubinsky, Janet MRoehrig, GillianVarma, Sashank2024-06-272024-06-272013-08-01Dubinsky JM, Roehrig G, Varma S. Infusing Neuroscience Into Teacher Professional Development. Educational Researcher, Vol. 42 No. 6, pp. 317–329. DOI: 10.3102/0013189X13499403https://hdl.handle.net/11299/264006This 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.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.en-USmixed methodsneuroscienceobservational researchprofessional developmentscience educationteacher education/developmentneuroeducationmind, brain and educationArticleDOI: 10.3102/0013189X13499403