Developmental cognitive neuroscience: Implications for teachers' pedagogical knowledge

This chapter critically considers the role that insights from research in Developmental Cognitive Neuroscience (the study of the neural underpinnings of developmental changes in psychological functioning) might play in teachers’ pedagogical knowledge. The chapter reviews key findings in neuroscience with implications for learning, such as functional and structural brain development and brain plasticity. We discuss concepts such as transfer of learning from one domain to another as well as the role that neuroscience can play in the prediction of educational outcomes. In addition, we consider how such evidence might be integrated into pre-service teacher education as well as ongoing in-service teacher professional development. Finally, the chapter discusses the importance of considering Developmental Cognitive Neuroscience as an important contribution towards more evidence-based education and highlights that such information must be integrated with evidence from psychology, cognitive science and other research enterprises related to learning and education.