Abstract:This research investigated the impact of Brain-Based Professional Development (BBPD), which utilizes theories and key findings from educational neuroscience, on shifting EFL novice teachers' pedagogical perceptions and practices. A mixed-methods research design was utilized to allow triangulation of data and explore the multi-dimensional nature of teachers' perceptions. The participants included nine novice teachers of English language enrolled in the professional diploma of curricula and methods of teaching a… Show more
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