Abstract
Despite on-going reform. teacher education today is virtually unchanged from models used in the 1920s. The achievements of the past century however have been remarkable in every way. Neuroscience records and the human genome project hold the prospect of truly expanded conceptualizations for teacher educators. This article summarizes concepts relating to the human cerebrum that speak to individual uniqueness derived from neuroscience research of the past several decades. Five areas of investigation are noted that could provide the theoretical underpinning for teacher education collaboration with neuroscientists. Neuroscience theorists are identified in anticipation that their work may provide insights to teacher educators. Is it time to advance a new teacher education component?
DOI
10.15760/nwjte.2002.2.1.1
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/25573
Recommended Citation
Armstrong, Terry; Kennedy, Teresa J.; and Coggins, Porter
(2002)
"Summarizing Concepts About Teacher Education,
Learning and Neuroscience,"
Northwest Journal of Teacher Education: Vol. 2
:
Iss.
1
, Article 1.
DOI: https://doi.org/10.15760/nwjte.2002.2.1.1