Arslan, Yasin;
(2025)
Teachers’ Understanding of Educational Neuroscience: A Mixed-Method Approach to Understanding Knowledge, Attitudes and Application.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis investigated the integration of educational neuroscience into UK teacher training programmes, addressing gaps in teachers’ understanding and limitations in current training. It is conducted in the context of what Initial Teacher Training (ITT) and the Early Career Framework (ECF) currently provide regarding educational neuroscience, particularly its implications for Special Educational Needs (SEN). The research comprises three interconnected studies. Study 1 explored teachers’ knowledge of educational neuroscience and the factors influencing it. Results revealed limited knowledge among teachers, with findings indicating that formal educational neuroscience training was associated with significantly higher knowledge scores than exposure through CPD or informal sources (e.g., blogs). Study 2 examined teachers’ views on the value of educational neuroscience in teaching practice and perceived challenges in accessing knowledge and training in the field. While teachers perceived educational neuroscience knowledge to be valuable and relevant in teaching practice, they identified time constraints, financial limitations, and a lack of accessible, practical resources as barriers to accessing this knowledge. In Study 3, a short educational neuroscience training programme was designed, delivered and evaluated for its effectiveness in improving educational neuroscience knowledge in practising teachers. Participation in the programmes led to significant improvements in the teachers’ knowledge compared to those who did not take the course. Findings from this thesis highlight the need for and potential effectiveness of structured training in educational neuroscience for teachers. Further studies with larger and more diverse teacher populations are needed to support these findings further and assess their long-term influence on teaching practices and student outcomes. Additionally, future 6 research should explore how these training programmes can be adapted and scaled effectively to ensure their accessibility, feasibility, and sustainability across different educational settings.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Teachers’ Understanding of Educational Neuroscience: A Mixed-Method Approach to Understanding Knowledge, Attitudes and Application |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10204943 |
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