Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China

Abstract

Teacher neuroscience knowledge has gained global attention. This study comparatively examined the neuroscience knowledge and attitudes of diverse pre-service and in-service teacher groups among 436 Chinese educators (180 pre-service and 256 in-service teachers) participating in diverse teacher education programs across China. Key findings indicate that: (1) Chinese teachers generally hold positive attitudes towards neuroscience and its educational applications, but had limited neuroscience knowledge, with in-service teachers showing more pronounced limitations. (2) In-service teachers critically lacked systematic opportunities to acquire neuroscience knowledge, primarily relying on informal media channels which posed risks. (3) Higher general brain knowledge positively predicted stronger neuromyth beliefs among pre-service teachers. Other influencing factors on knowledge and attitudes varied distinctly between the groups. These findings suggest the more structured neuroscience education in teacher training programs.