Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions
Luc Rousseau
Abstract:Despite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief trainin… Show more
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