Enhancement of Teachers’ Knowledge through Neuroscience Constituents for Student -Teaching and Learning: A Systematic Review

Abstract

As an emerging and developing field in education, educational neuroscience has much to offer in terms of preparing and promoting teachers, and this article aims to provide in Enhancing the Teachers’ Knowledge through Neuroscience Constituents to benefit Student -Teaching and Learning. Sixty-five pieces of literature from 1962 to 2022 in the fields ‘abstract’, ‘topic’ and ‘title’ have been integrated. Articles were reviewed and synthesised by using the content analysis technique under two overarching themes: First, Neuroeducation informs student teaching and learning, and Second Fundamental Structure and Functions of the Brain. Based on the findings, It was also clear that the content knowledge of Neuroscience holds strong conceptual positioning that might strengthen the Teacher’s knowledge, Student -Teaching and Learning process. However, reaching a consensus about the inculcation of discipline in teacher education programmes is not possible in the short span. Therefore, article made a small attempt to bridge the gap.