The case of teachers and neuroscience: how do teachers mediate information about the brain?

Abstract

A number of researchers both in the U.K. and elsewhere have investigated
what teachers know about the brain. However, much less is understood about
how teachers acquire and make sense of this knowledge and how it
subsequently manifests itself in their practice. This thesis proposes that such
an understanding is currently a significant missing component in the
interaction between teaching and neuroscience, or teachers and
neuroscientists.
This qualitative research presents an analysis of eight semi-structured
interviews with five teachers who work in different contexts, as well as
exploring data gathered via a survey of 102 teachers from schools across
England and Wales. The research has explored a range of relevant literature,
in relation to the brain, educational neuroscience and professional learning of
teachers, as well as literature relating to the methodological paradigm and
methods adopted for the research. Interpretative Phenomenological Analysis
(IPA) has supported interpretation of the teachers’ experiences of the brain
and educational neuroscience. In addition, Cultural Historical Activity Theory
(CHAT) has supported examination of the influence of the teachers’ working
contexts. Data coding facilitated the framing of the codes within seven
themes: (i) knowledge and sources, (ii) meaning making, (iii) external
pressures and working contexts, (iv) environment and lifestyle, (v) medical and Special Educational Needs and Disabilities (SEND), (vi) products and (vii)
child development. These themes capture the teachers’ descriptions of how
they experience information about the brain and educational neuroscience
and ways in which they act upon this knowledge and experience. The themes
provide a framework both for further investigation and as areas of experience
through which to enhance teachers’ knowledge and use of information about
the brain and educational neuroscience. What is revealed through the data of
the nuances of teachers’ thinking about the brain has the potential to
contribute to improved understanding between teachers and neuroscientists.
This relationship needs to recognise the essential, active role of teachers in
translating educational neuroscience research into classroom practice.

Date of Award	14 Aug 2019
Original language	English
Awarding Institution	University of Cumbria Lancaster University
Supervisor	Richard McGregor (Supervisor), Barry Hymer (Supervisor) & Paul Cammack (Supervisor)