Pre-Service Teachers' Self-Efficacy and Attitudes Regarding Using Motifs from Neuroeducation in Education and Teaching

Neuroeducation is defined as a growing interdisciplinary field based on the synergic connection between neuroscience,cognitive science, psychology and education to improve the theoretical and practical understanding of learning andeducation. Besides the characteristics of the learners, the process o...

Full description

Saved in:
Bibliographic Details
Published in:Educatia 21 2019-01 (17), p.40-48
Main Authors: Luzzato, Efrat, Rusu, Alina
Format: Article
Language:English
Subjects:
Education
Educational Change
Educational Strategies
Higher Education
Learning
Learning Processes
Neurosciences
Preservice Teachers
Self-efficacy
Social Sciences
Teacher attitudes
Teacher Characteristics
Teaching methods
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Neuroeducation is defined as a growing interdisciplinary field based on the synergic connection between neuroscience,cognitive science, psychology and education to improve the theoretical and practical understanding of learning andeducation. Besides the characteristics of the learners, the process of implementation of an innovative approach such asneuroeducation in the classroom involves psycho-social characteristics of the educators, such as teacher self-efficacy andattitudes toward change. The aim of this research was to explore which factors may explain the variance in pre-serviceteacher's attitudes towards using concepts from neuroeducation in education and teaching. Thirty-three Israeli pre-serviceteachers (PSTs) who participated in a neuroscience training program filled out a battery of questionnaires targeting theirself-efficacy and attitudes toward change. A regression analysis revealed a positive correlation between PSTs' rolesregarding combining neuroscience in education, the amount of time they are willing to invest in introducing change intheir teaching methods and attitudes toward change in combining knowledge from neuroscience in education. Also, anegative correlation between PSTs' self-efficacy and attitudes toward change regarding combining knowledge fromneuroscience in education was found. Possible explanations and the contribution to knowledge were discussed.
ISSN:1841-0456
2247-8671
2247-8671
DOI:10.24193/ed21.2019.17.04