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POLICY BRIEF article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1369394

Agents of Change: Integration of Neuropedagogy in Pre-Service Teacher Education Provisionally Accepted

Inna Shvarts-Serebro1* Gal Ben-Yehudah2 Orit Elgavi-Hershler3 Etty Grobgeld3 Ayelet Katzof4 Efrat Luzzatto4 Maya Shalom5 Tamar Zohar Harel6
  • 1Faculty of Education, Bar-Ilan University, Israel
  • 2The Mofet Institute, Israel
  • 3Achva Academic College, Israel
  • 4The Levinsky-Wingate Academic Center, Wingate Campus, Israel
  • 5Department of Education, Beit Berl College, Israel
  • 6Educational Psychology Service, Jerusalem Municipality, Israel

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Neuropedagogy, an interdisciplinary field at the nexus of neuroscience, psychology, and education, seeks to enhance teaching and learning processes. This paper advocates for the integration of neuropedagogical principles into teacher training, underscoring the pivotal role educators play in influencing students' brain development. Incorporating neuroscientific knowledge in teaching can optimize educational outcomes. We explore key neuropedagogical principles, and highlight global developments in neuropedagogy. Three strategic avenues for integrating neuropedagogy in teacher training are proposed: promoting innovative teaching practices in teacher training, encouraging neuropedagogical research, and explicitly teaching neuroscientific knowledge to pre-service teachers. Our conclusion emphasizes the invaluable contribution of neuropedagogy to education and calls for its inclusion in pre-service teacher training.

Keywords: neuropedagogy, neuro-education, Teacher Education, teacher training, pre-service teachers

Received: 12 Jan 2024; Accepted: 24 May 2024.

Copyright: © 2024 Shvarts-Serebro, Ben-Yehudah, Elgavi-Hershler, Grobgeld, Katzof, Luzzatto, Shalom and Zohar Harel. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Inna Shvarts-Serebro, Faculty of Education, Bar-Ilan University, Ramat Gan, 5290002, Tel Aviv District, Israel