A scoping review of research on neuroscience training for teachers

Abstract

Background: Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research.

Methods: The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry.

Results: Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising.

Conclusions: This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.

Keywords: Cognitive neuroscience; Cognitive psychology; Neuroscience; Professional development; Teacher education.