Joshua J Amiel1, Yuen Sze Michelle Tan2. 1. West Point Grey Academy, 4125 West 8th Avenue, Vancouver, British Columbia, V6R 4P9, Canada. Electronic address: amieljj@gmail.com. 2. Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, British Columbia, V6T 1Z4, Canada.
Abstract
BACKGROUND: Researchers routinely cite neuromyths and neurorealism as barriers preventing teachers from effectively applying brain research to practice. A primary goal within educational neuroscience (EN), is to provide teachers with professional development that allows them to overcome these barriers and gain agency in developing the field. Yet, the EN literature does not provide a tangible framework for developing teachers' philosophical perspectives regarding neuroscience in education. PURPOSE: Here, we review the history of teacher neuroscience professional development and identify challenges in developing EN teacher learning programs. Next, we present 'learning study', a form of collaborative action research, as a framework for addressing these challenges. CONCLUSION: We highlight how learning study could be used as an appropriate model for exploring future classroom applications of theoretical neuroscience.
BACKGROUND: Researchers routinely cite neuromyths and neurorealism as barriers preventing teachers from effectively applying brain research to practice. A primary goal within educational neuroscience (EN), is to provide teachers with professional development that allows them to overcome these barriers and gain agency in developing the field. Yet, the EN literature does not provide a tangible framework for developing teachers' philosophical perspectives regarding neuroscience in education. PURPOSE: Here, we review the history of teacher neuroscience professional development and identify challenges in developing EN teacher learning programs. Next, we present 'learning study', a form of collaborative action research, as a framework for addressing these challenges. CONCLUSION: We highlight how learning study could be used as an appropriate model for exploring future classroom applications of theoretical neuroscience.