Neuroscience in Our Education System

As educators continue to promote learning amongst students and it is in the brain where all these learnings are stored. The linkage between the two suggested integrating neuroscience in educational programs reasonable. Taking this into account, although it may have the prospect of transforming professional development and learning, we also cannot deny the fact that it is fraught with limitations and challenges. In the next paragraph, I will be discussing the advantages and challenges I have learned from the review essay about associating neuroscience in teacher preparation programs.

Applying the knowledge of the brain in teacher preparation programs is not widely practiced by the majority of the schools and it is quite unfortunate that this new development is not addressed in our curricula. In my part, I believe that its influence in educational practices is considerably important, however, the process of applying it is accompanied by many challenges. These include using scientific evidence effectively in education, connecting laboratory findings to classroom practices as this may potentially cause improper translations by the teachers, prevailing over neuromyths, and interrelating different levels of analysis in educational practice & neuroscience. On the contrary, there are also evident benefits in merging these two fields. It can contribute to the development of teachers’ understanding of their subject matter as well as their students learning. Understanding the concept of neuroplasticity can also be foundational for learning equity and mindset. It also supports the concept of inclusion for it may also have the potential in identifying the educational needs of diverse learners. Lastly, it helps us realize the relationship between the environment in affecting neurobiology, learning, and development. Particularly in terms of fairness, and opportunity in education for students and the progress of professional development for teachers, the advantages of applying neuroscience knowledge in teacher training would seem to prevail the challenges.

Overall, neuroscience has a potential role in transforming our programs into an evidence-based learning education culture. While its educational implications are substantial, it is also necessary to be able to follow appropriate courses of action in applying it to classroom practices in a way that would positively affect the practice of teachers and the educational experiences of their students. As SPED teachers, we all have the goal that students are given equitable access and inclusion as well as the extensive use of data, research, evaluation, and evidence for better educational decision making. Integrating neuroscience into teacher education programs may be challenging but if used appropriately it could meaningfully contribute to meeting such educational goals for all students.