The impact of a comprehensive neuroscience program on prospective teachers neuroeducational literacy: An exploration of practice
Zhumabayeva Z. Stambekova A. Bazarbekova R. Umirbekova A. Nurzhanova S.
2024Conscientia Beam
Humanities and Social Sciences Letters
2024#12Issue 41358 - 1374 pp.
The aim of this study is to investigate how comprehensive neurobiology training influences the neuroeducational literacy of prospective Kazakhstani teachers. This study used mixed methods. The study had 216 participants. The findings indicated that the study participants found it difficult to identify the factors influencing the development of their neuroeducational literacy which indicated a lack of understanding by prospective teachers of the meaning of neuroeducation as well as the essence and features of neuroeducation. The neuroeducational literacy of the participants developed linearly and was integrated into the educational practice of the pedagogical university during the experiment. The use of the authors comprehensive instructions on neurobiology significantly increased neuroeducational literacy and also contributed to the professional development and successful educational practices of prospective teachers. These results make a practical contribution to research on the development of neuroeducational literacy among prospective teachers and can be implemented in pedagogical universities representing a new direction in preparing future specialists for neuroeducational activities
Development , Implications , Neuroeducational literacy , Neuroscience , Neuroscience program , Prospective teachers
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Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Abai Kazakh National Pedagogical University
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