A Place for Neuroscience in Teacher Knowledge and Education

Janet M. Dubinsky; Gillian Roehrig; Sashank Varma

doi:10.1111/mbe.12334

journal article Open Access Aug 05, 2022

A Place for Neuroscience in Teacher Knowledge and Education

Janet M. Dubinsky

Gillian Roehrig Sashank Varma

Mind, Brain, and Education Vol. 16 No. 4 pp. 267-276 · Wiley

View at Publisher Save 10.1111/mbe.12334

Abstract

ABSTRACTThe 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.

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Details

Published: Aug 05, 2022
Vol/Issue: 16(4)
Pages: 267-276
License: View

Authors

J

Janet M. Dubinsky

Department of Neuroscience University of Minnesota

G

Gillian Roehrig

Department of Curriculum and Instruction University of Minnesota

S

Sashank Varma

School of Interactive Computing and School of Psychology Georgia Institute of Technology

Cite This Article

Janet M. Dubinsky, Gillian Roehrig, Sashank Varma (2022). A Place for Neuroscience in Teacher Knowledge and Education. Mind, Brain, and Education, 16(4), 267-276. https://doi.org/10.1111/mbe.12334

A Place for Neuroscience in Teacher Knowledge and Education

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