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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

Persistent Identifier

https://archives.pdx.edu/ds/psu/25573

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