Literaturnachweis - Detailanzeige
| Autor/inn/en | Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank |
|---|---|
| Titel | A Place for Neuroscience in Teacher Knowledge and Education |
| Quelle | In: Mind, Brain, and Education, 16 (2022) 4, S.267-276 (10 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Dubinsky, Janet M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1751-2271 |
| DOI | 10.1111/mbe.12334 |
| Schlagwörter | Neurosciences; Knowledge Base for Teaching; Faculty Development; Teacher Student Relationship; Decision Making; Classroom Techniques; Teaching Methods; Brain Hemisphere Functions |
| Abstract | The 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. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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