Teachers' Mind, Brain, and Education Literacy: A Survey of Scientists' Views

Autor/inn/en	Tokuhama-Espinosa, Tracey; Nouri, Ali
Titel	Teachers' Mind, Brain, and Education Literacy: A Survey of Scientists' Views
Quelle	In: Mind, Brain, and Education, 17 (2023) 3, S.170-174 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tokuhama-Espinosa, Tracey) ORCID (Nouri, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12377
Schlagwörter	Scientists; Attitudes; Knowledge Base for Teaching; Science Education; Scientific Concepts; Faculty Development; Brain + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Attitude; Einstellung; Verhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Naturwissenschaftliche Bildung; Gehirn
Abstract	While there is a growing interest among teachers to embed Mind, Brain, and Education (MBE) knowledge in their practice, most are still not clear about the key concepts in the field that have the potential to improve their pedagogical knowledge. The present study was conducted to identify the domains of current MBE knowledge that are important for teachers to know. Using a deductive qualitative survey design, data were collected by an online questionnaire from 112 experts of the global MBE community. Findings indicated that there are at least 18 conceptual areas of MBE literacy that "need" to be "included in" teacher professional development programs. (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