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

Luzzato, Efrat; Rusu, Alina S.

doi:10.24193/ed21.2019.17.04

Cited by 5 publications

(3 citation statements)

References 19 publications

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“…3) Connectionism considers brain activity and cognitive processes in the form of a network consisting of neurons and connections between them. In the process of learning, connections between neurons can change (Luzzato, E., 2019). The neuroscientific approach is formed on the basis of the study of the nervous system (Grosseck et al, 2011), in particular, the study of neurological and mental disorders (Lebedeva, 2012).…”

Section: Educational Inquiries In the Context Of Neurosciencementioning

confidence: 99%

Development of Smart Technologies in Education in the Context of Modern Neuroscience and the War in Ukraine

Volos,

Telovata,

Shelever

et al. 2023

BRAIN

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The article examines the problem of interdependence of post-industrial society and the level of education based on the study of scientific and periodical sources. The meaning of the concept of "smart education" is clarified, its main elements are described. Studying the development of smart education in different regions of the world, conclusions are made about the impact of economic inequality and objective negative processes such as war. On the other hand, if previously weaker states involved the elements of intelligent education at a slow pace, today the acceleration of this pace is dictated by the objective world situation. The topicality of the topic is confirmed by the global focus on education problems, since today the crisis demonstrated the practically underdeveloped mechanism of smart education in all countries, which in difficult conditions was the most unbalanced, and in some regions was absent at all. The practical significance of the article is that the conclusions about the application of neuroscientific analysis of smart technologies, especially foreign ones, can be used in the smart concept of our country.

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Section: Educational Inquiries In the Context Of Neurosciencementioning

confidence: 99%

Development of Smart Technologies in Education in the Context of Modern Neuroscience and the War in Ukraine

Volos,

Telovata,

Shelever

et al. 2023

BRAIN

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“…A short didactic neuroscience introduction may cause teachers to think about the teaching habits they had acquired ( Howard-Jones et al, 2020 ). Formal teacher preparation programs have embraced inclusion of neuroscience as fundamental background knowledge ( Deans for Impact, 2015 ) and are beginning to evaluate those enactments ( Friedman et al, 2019 ; Luzzato and Rusu, 2019 ). For in-service science teachers, professional development (PD) programs in neuroscience influence pedagogy, in that classroom observations revealed increased inquiry-based pedagogy and improvements in the classroom cognitive environment characterized by increased higher-order thinking, deep knowledge, substantive conversations, and connections to real world problems ( MacNabb et al, 2006 ; Roehrig et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Neuroscience Concepts Changed Teachers’ Views of Pedagogy and Students

et al. 2021

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Advances in neuroscience reveal how individual brains change as learning occurs. Translating this neuroscience into practice has largely been unidirectional, from researchers to teachers. However, how teachers view and incorporate neuroscience ideas in their classroom practices remains relatively unexplored. Previously fourteen non-science teachers participated in a 3-week three credit graduate course focusing on foundational ideas in neuroscience. The current work was undertaken to gain insight into if and how individual teachers choose to later apply the proposed set of educational neuroscience concepts (ENCs) in their classrooms. This qualitative follow-up study examined commonalities in how teachers of diverse ages and subjects utilized their new neuroscience understandings. To this end, a year after the course, all participants assessed their perceived usefulness of the ENCs in a survey. Six of those teachers permitted classroom observations and participated in interviews that focused on how the ENCs may have influenced their lesson planning and teaching. The survey revealed that irrespective of subject areas or grade levels taught, teachers found the ENCs useful as organizing principles for their pedagogy now and in the future. Overall teachers estimated that the ENCs’ influence on lesson design had increased from 51% prior to the course to an estimated 90% for future lessons. A cross-case analysis of classroom observations and interviews revealed how teachers used ENCs to inform their pedagogical decisions, organize actions in their classroom, influence their understanding of students, and respond to individual contexts. Teachers recognized the importance of student agency for engaging them in the learning process. The ENCs also offered teachers explanations that affirmed known practices or helped justify exploring untried techniques. The foundational neuroscience concepts offered a small group of teachers a lens to reconsider, re-envision and re-design their lessons. Some teachers applied these ideas more broadly or frequently than others. This case study provided insights into how teachers can directly apply neuroscience knowledge to their practice and views of students.

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“…The scale is comprised of 27 were translated into Hebrew by Luzzato and Rusu (2019). The items are divided into 4 factors (Table 2).…”

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confidence: 99%

Professional Identity And Role Perceptions Of Israeli Pre-Service Teachers In Special Education

Saied¹

2023

The European Proceedings of Educational Sciences

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This study aims to examine the differences and similarities between Arab and Jewish pre-service teachers in Israel, in terms of their professional identity, their perceptions of the role of a Special Education (SE) teacher and their self-efficacy in teaching. The sample comprised of 205 students from a college for education in Israel, 141 Jewish and 64 Arab students. All the participants study for B.A. in Special Education. The research instruments were Teacher Professional Identity Scale; Teacher's Self Efficacy Scale; Professional identity Scale for SE teachers. The results indicated that Jewish and Arab pre-service teachers (PSTs) differ significantly in their professional identity, their perceptions of the role of a Special Education (SE) teacher and their self-efficacy in teaching according to the year of study. In addition, positive correlations were found between the pre-service teachers' perceptions regarding their professional identity, their self-efficacy and their professional self-identity in special education. Findings are discussed from the perspective of the applicability of the concept of professional identity in developing training programs for special education PSTs with different cultural backgrounds living in the same country.

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

Cited by 5 publications

References 19 publications

Development of Smart Technologies in Education in the Context of Modern Neuroscience and the War in Ukraine

Development of Smart Technologies in Education in the Context of Modern Neuroscience and the War in Ukraine

Neuroscience Concepts Changed Teachers’ Views of Pedagogy and Students

Professional Identity And Role Perceptions Of Israeli Pre-Service Teachers In Special Education

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