THE INFLUENCE OF NEUROSCIENCE ON TEACHER TRAINING

Abstract

The research investigated the influence of neuroscience on teacher training, with the aim of analyzing how neuroscientific knowledge can be applied to improve pedagogical practices. The central problem of the research involved the difficulty of integrating this knowledge into the teacher training curriculum, due to the lack of specialized training and resistance to change in educational practices. The methodology adopted was a bibliographic review, with the analysis of articles, books and dissertations on neuroscience and education, which allowed identifying the main contributions and challenges of the area. The results showed that neuroscience can improve students' academic performance, by providing teachers with tools to adapt teaching to the cognitive and emotional needs of students. However, the implementation of neuroscientific practices faces barriers, such as the lack of teacher training and institutional resistance. The analysis indicated that ongoing teacher training is essential to overcome these challenges and integrate scientific discoveries into the daily school routine. The final considerations pointed to the need for in-depth studies on the best ways to apply neuroscientific knowledge in education, especially in relation to teacher training and the adaptation of teaching methodologies. Furthermore, it was suggested that future research investigate the long-term impacts of these practices on teaching and learning.