Bridging Neuroscience and Teacher Education: A Systematic Review of Evidence and Pedagogical Applications
Bridging Neuroscience and Teacher Education: A Systematic Review of Evidence and Pedagogical Applications
Abstract
The growing interest in the relationship between neuroscience and education has generated a substantial body of research; however, its integration into teacher education remains uneven. This systematic review aims to identify key neuroscientific knowledge with pedagogical relevance and to examine how such knowledge is incorporated into initial teacher education programmes.
Following PRISMA 2020 guidelines, a total of 360 studies were initially identified across Scopus, Web of Science, ERIC, and ProQuest. After applying inclusion and exclusion criteria, 26 studies were selected for analysis, including both primary (n = 15) and secondary studies (n = 11).
Findings reveal a limited number of intervention-based studies explicitly integrating neuroscience into teacher education. Most research focuses on neuromyths, executive functions, and general learning processes, with fewer studies addressing structured pedagogical applications.
The review highlights the need for evidence-based and practice-oriented training programmes, moving beyond theoretical knowledge towards effective classroom implementation. It contributes to the field by identifying key gaps and providing directions for the development of neuroscience-informed teacher education.
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