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A scoping review of research on neuroscience training for teachers
1Laboratory for Communication Science, Faculty of Education, The University of Hong Kong, Hong Kong SAR.
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.
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