McIntyre, Jennifer (2011) Rewiring our teaching practice. [Thesis (PhD/Research)]
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Text (Masters Dissertation: Rewiring our teaching practice)
Rewiring_our_teaching_practice.pdf Download (1MB) |
Abstract
Over the past decade neuroscientists have made more breakthrough discoveries about brain function than in all previous scientific investigation. Educators see brain research as having implications and application to classroom settings by enhancing teacher practice and student learning experience. Tertiary institutions and practising teachers are implementing brain based teaching strategies to improve student outcomes. However, there is a level of disconnect between brain research discovery and current educational practice.
Researchers from both neuroscience and education fields are calling for collaborative research to be conducted that would support classroom practice for the future. Researchers from neuroscience and education insist that appropriate professional development for teachers is imperative and that a serious undertaking for teaching neuroscientific facts should be included in tertiary education student programs.
Pre-service teachers’ studying at the University of Southern Queensland (USQ) have learned about current developments in neuroscience research during their final year of teacher training. This research investigates how these newly graduated teachers use brain research in their first year of teaching to inform their classroom practices.
Findings would indicate that in order to encourage the implementation of neuroscience supported practices in classrooms, teachers need to develop an appreciation of educational neuroscience. There were a number of patterns that emerged from the research including the impact of school and community expectation and the need for professional development of pre-service teachers.
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Statistics for this ePrint Item |
| Item Type: | Thesis (PhD/Research) |
|---|---|
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Supervisors: | Dr Margaret Baguley |
| Date Deposited: | 07 Nov 2014 05:09 |
| Last Modified: | 25 Sep 2019 04:31 |
| Uncontrolled Keywords: | neuroscience; brain based research; classroom teaching; pedagogical choice; teacher practice research; case study |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170205 Neurocognitive Patterns and Neural Networks 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences |
| Socio-Economic Objectives (2008): | E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education |
| URI: | http://eprints.usq.edu.au/id/eprint/23065 |
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