A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE
Educators’ knowledge transformation in line with educational neuroscience principles is a crucial step to the potential improvement of educational practice. We argue that similar to other knowledge domains this transformation seems to go through five developmental stages (Recognize, Accept, Adapt,...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Firenze University Press
2022-12-01
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| Series: | Italian Journal of Educational Technology |
| Subjects: | |
| Online Access: | https://ijet.itd.cnr.it/article/view/1268 |
| _version_ | 1797709458852282368 |
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| author | Spyridon Doukakis Maria Niari Chrystalla Mouza |
| author_facet | Spyridon Doukakis Maria Niari Chrystalla Mouza |
| author_sort | Spyridon Doukakis |
| collection | DOAJ |
| description |
Educators’ knowledge transformation in line with educational neuroscience principles is a crucial step to the potential improvement of educational practice. We argue that similar to other knowledge domains this transformation seems to go through five developmental stages (Recognize, Accept, Adapt, Explore and Advance), along with five - distinct but complementary - axes: curriculum implementation, student assessment, learning, teaching and access to non-invasive portable and wearable technologies for neurophysiological measurements. With regard to the aforementioned axes, research in educational neuroscience has offered important findings. In this vein, the article proposes that the development of in-service and pre-service educator knowledge on educational neuroscience could be based on the five developmental stages and according to the five axes. The aim is to prompt educators to develop the knowledge and skills they need to integrate the principles and findings of educational neuroscience in the planning of their teaching, in the teaching and assessment approaches they use, and in the collaborative endeavours with researchers in educational research activities.
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| first_indexed | 2024-03-12T06:36:52Z |
| format | Article |
| id | doaj.art-33c6590a41f5481094a60dced40f317c |
| institution | Directory Open Access Journal |
| issn | 2532-4632 2532-7720 |
| language | English |
| last_indexed | 2024-03-12T06:36:52Z |
| publishDate | 2022-12-01 |
| publisher | Firenze University Press |
| record_format | Article |
| series | Italian Journal of Educational Technology |
| spelling | doaj.art-33c6590a41f5481094a60dced40f317c2023-09-03T01:13:40ZengFirenze University PressItalian Journal of Educational Technology2532-46322532-77202022-12-0110.17471/2499-4324/1268A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCESpyridon Doukakis0Maria Niari1Chrystalla Mouza2Ionian University, Department of Informatics, Corfu, GreeceHellenic Open University, School of Humanities, Patras, GreeceUniversity of Illinois, College of Education, Champaign, IL, USA Educators’ knowledge transformation in line with educational neuroscience principles is a crucial step to the potential improvement of educational practice. We argue that similar to other knowledge domains this transformation seems to go through five developmental stages (Recognize, Accept, Adapt, Explore and Advance), along with five - distinct but complementary - axes: curriculum implementation, student assessment, learning, teaching and access to non-invasive portable and wearable technologies for neurophysiological measurements. With regard to the aforementioned axes, research in educational neuroscience has offered important findings. In this vein, the article proposes that the development of in-service and pre-service educator knowledge on educational neuroscience could be based on the five developmental stages and according to the five axes. The aim is to prompt educators to develop the knowledge and skills they need to integrate the principles and findings of educational neuroscience in the planning of their teaching, in the teaching and assessment approaches they use, and in the collaborative endeavours with researchers in educational research activities. https://ijet.itd.cnr.it/article/view/1268Educational NeuroscienceDevelopmental StagesEducators' Professional DevelopmentEducational TechnologyTechnology Enhanced Learning (TEL) |
| spellingShingle | Spyridon Doukakis Maria Niari Chrystalla Mouza A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE Italian Journal of Educational Technology Educational Neuroscience Developmental Stages Educators' Professional Development Educational Technology Technology Enhanced Learning (TEL) |
| title | A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE |
| title_full | A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE |
| title_fullStr | A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE |
| title_full_unstemmed | A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE |
| title_short | A THEORETICAL PROPOSAL FOR THE DEVELOPMENT OF EDUCATORS’ PREPAREDNESS IN RELATION TO EDUCATIONAL NEUROSCIENCE |
| title_sort | theoretical proposal for the development of educators preparedness in relation to educational neuroscience |
| topic | Educational Neuroscience Developmental Stages Educators' Professional Development Educational Technology Technology Enhanced Learning (TEL) |
| url | https://ijet.itd.cnr.it/article/view/1268 |
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