Beyond Learning About the Brain: A Situated Approach to Training Teachers in Mind, Brain, and Education. Issue 3 (20th March 2020)

• Record Type: Journal Article
• Authors: Carey, Lisa B.; Schmidt, Jonathan; Dommestrup, Aila K.; Pritchard, Alison E.; van Stone, Maureen; Grasmick, Nancy; Mahone, E. Mark; Denckla, Martha B.; Jacobson, Lisa A.
• Other Names: De Smedt Bert guestEditor.; Dumontheil Iroise guestEditor.; Peters Sabine guestEditor.; van Atteveldt Nienke guestEditor.
• Is Part Of: Mind, brain and education. Volume 14:Issue 3(2020)
• Page Start: 200
• Page End: 208
• Publication Date: 2020-03-20
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12238
• Languages: English
• ISSNs: 1751-2271

Abstract

ABSTRACT: The field of Mind, Brain, and Education (MBE) has debated the strategies and merit of training teachers in principles of neuroscience. A previous study argued for groups of teachers to be trained as "educational engineers" capable of translating the work of cognitive neuroscientists and education researchers into practical application. While several teacher education programs currently offer MBE courses, we offer a program description of a "situated learning" model of MBE that brings teachers to a unique pediatric hospital with a focus on neurodevelopmental disabilities. The aims of the program are to train educational engineers capable of improving special education services through applications of MBE. Teachers participating in this program learn about neurodevelopment, behavior, models of scientific knowledge acquisition, as well as applications of educational law, policy, leadership, and instruction. This unique program may offer a way to develop competent educational engineers capable of improving education for students with disabilities.