Interweaving of neurosciences in teacher education: systematic review

Abstract

TEIXEIRA, Sandrielle Cardoso  and  LINDEMANN, Renata Hernandez. Interweaving of neurosciences in teacher education: systematic review. Educ. Puc. [online]. 2025, vol.30, e15125. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v30a2025e15125.

This study aims to understand the interweaving of neuroscience in teacher education through a systematic review of research published between 2015 and May 2024. The investigation was conducted in the Educational Resources Information Center database and the Brazilian Digital Library of Theses and Dissertations, considering Brazilian studies with practical application. A total of 13 studies were selected and categorized into three themes: neuroscience and inclusion in education, neuroscience and a critical and reflective education, and neuroscience applied to teaching practice. The analysis revealed that incorporating neuroscience into teacher education contributes to the development of inclusive pedagogical practices, the promotion of reflective and critical teaching, and the application of strategies aligned with brain functioning. However, challenges persist, such as the presence of misconceptions about neuroscience in initial training, difficulties in translating theory into practice, and the need for structured continuing education programs that integrate neuroscientific knowledge, pedagogical mediation, and professional development.

Keywords : Cognitive development; Education; Training; Research.

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