Summarizing Concepts About Teacher Education, Learning and Neuroscience
Despite on-going reform. teacher education today is virtually unchanged from models used in the 1920s. The achievements of the past century however have been remarkable in every way. Neuroscience records and the human genome project hold the prospect of truly expanded conceptualizations for teacher...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Portland State University
2002-01-01
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| Series: | Northwest Journal of Teacher Education |
| Online Access: | https://archives.pdx.edu/ds/psu/25573 |
| Summary: | Despite on-going reform. teacher education today is virtually unchanged from
models used in the 1920s. The achievements of the past century however have
been remarkable in every way. Neuroscience records and the human genome project
hold the prospect of truly expanded conceptualizations for teacher educators. This
article summarizes concepts relating to the human cerebrum that speak to individual
uniqueness derived from neuroscience research of the past several decades.
Five areas of investigation are noted that could provide the theoretical underpinning for
teacher education collaboration with neuroscientists. Neuroscience theorists
are identified in anticipation that their work may provide insights to teacher
educators. Is it time to advance a new teacher education component? |
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| ISSN: | 2638-4035 |