Exploring Educational Neuroscience as a Professional Practice
DOI:
https://doi.org/10.1344/joned.v5i1.46064Paraules clau:
neurociència educativa, professió, sortides professionals, descripció laboral, ment, cervell i educacióResum
La neurociència educativa es pot veure a través de dues lents: com a disciplina acadèmica i com a pràctica professional. Aquesta revisió se centra específicament en aquesta última, argumentant que una visió clara del panorama professional del camp és tan important com definir els seus límits disciplinaris. En aquest context, la primera part d'aquesta revisió examina si la neurociència educativa compleix els criteris d'especialització professional. L'anàlisi mostra que la neurociència educativa compleix els estàndards d'una especialitat professional, amb experts que disposen de la formació i les habilitats necessàries per proporcionar serveis educatius a persones, grups o organitzacions. En conseqüència, mereixen l'autorització legal i el reconeixement formal com els seus companys d'altres disciplines. No obstant això, per a aplanar el camí per al reconeixement professional, els neurocientífics educatius han d'esbossar clarament les oportunitats professionals dins de l'àmbit i articular els rols i les habilitats que requereix cada carrera. En conseqüència, la segona part del treball es dedica a identificar les oportunitats professionals potencials dels graduats en neurociència educativa. Actualment, les oportunitats de carrera per als neurocientífics educatius sovint es limiten a rols acadèmics en universitats i col·legis o la participació en institucions de recerca. No obstant això, a mesura que es desenvolupa el camp, hi ha potencial per a un ventall més ampli de noves i emocionants oportunitats professionals, com ara científics-practicants que treballen amb educadors per dissenyar intervencions pedagògiques efectives i escriptors de ciències educatives que tradueixen troballes científiques complexes en materials clars i accessibles per al públic. Per ajudar al fet que el camp prosperi com a professió, és molt recomanable crear xarxes digitals per a professionals de neurociència educativa de diversos orígens. Aquestes xarxes els proporcionarien oportunitats per compartir experiències, intercanviar perspectives i configurar activament la pràctica professional dins del camp.
Referències
Siegel ST, Matthes E. Education’s relative autonomy: A closer look at the discipline’s past, present, and future. Nordic Studies in Education. 2022; 42:13-29. Available from: https://doi.org/10.23865/nse.v42.3785
Deng Z. Practice, pedagogy, and education as a discipline: Getting beyond close‐to‐practice research. British Educational Research Journal. 2023. Available from: https://doi.org/10.1002/berj.3951
McCulloch G. Disciplines contributing to education? Educational studies and the disciplines. British Journal of Educational Studies. 2002; 50:100-119. Available from: https://doi.org/10.1111/1467-8527.t01-1-00193
Nouri A. The basic principles of research in neuroeducation studies. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE). 2016; 4:59-66. Available from: https://doi.org/10.5937/IJCRSEE1601059N
Summak MS, Summak AEG, Summak PŞ. Building the connection between mind, brain, and educational practice; roadblocks and some prospects. Procedia-Social and Behavioral Sciences. 2010;2:1644-1647. Available from: https://doi.org/10.1016/j.sbspro.2010.03.251
Ferrari M, McBride H. Mind, Brain, and Education: The birth of a new science. Learning Landscapes. 2011;5:85-100. Available from: https://doi.org/10.36510/learnland.v5i1.533
Nouri A, Tokuhama-Espinosa TN, Borja C. Crossing Mind, Brain, and Education Boundaries. Cambridge Scholars Publishing; 2022. Available from: https://www.cambridgescholars.com/product/978-1-5275-9075-5
Thomas MSC, Ansari D. Educational neuroscience: Why is neuroscience relevant to education? In: Thomas MSC, Mareschal D, Dumontheil I, editors. Educational neuroscience: Development across the life span. Routledge/Taylor & Francis Group; 2020. p. 3–22. Available from: https://doi.org/10.4324/9781003016830-2
Fischer KW, Goswami U, Geake J, Task Force on the Future of Educational Neuroscience. The future of educational neuroscience. Mind, Brain, and Education. 2010; 4:68-80. Available from: https://doi.org/10.1111/j.1751-228X.2010.01086.x
Wilson D, Conyers M. Five big ideas for effective teaching: Connecting mind, brain, and education research to classroom practice. New York, N.Y.: Teachers College Press; 2020. Available from: https://doi.org/10.1111/teth.12196
Bruer JT. Where is educational neuroscience? Educational Neuroscience. 2016; 1:1-12. Available from: https://doi.org/10.1177/2377616115618036
Dubinsky JM, Guzey SS, Schwartz MS, Roehrig G, MacNabb C, Schmied A, et al. Contributions of neuroscience knowledge to teachers and their practice. The Neuroscientist. 2019;25:394-407. Available from: https://doi.org/10.1177/1073858419835447
Jolles J, Jolles DD. On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals. Frontiers in Psychology. 2021; 12:752151. Available from: https://doi.org/10.3389/fpsyg.2021.752151
Pincham HL, Matejko AA, Obersteiner A, Killikelly C, Abrahao KP, Benavides-Varela S, et al. Forging a new path for Educational Neuroscience: An international young-researcher perspective on combining neuroscience and educational practices. Trends in Neuroscience and Education. 2014; 3:28-31. Available from: https://doi.org/10.1016/j.tine.2014.02.002
Thomas MS, Ansari D, Knowland VC. Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry. 2019; 60:477-492. Available from: https://doi.org/10.1111/jcpp.12973
Gardner H. Quandaries for Neuroeducators. Mind, Brain, and Education. 2008; 2:165-169. Available from: https://doi.org/10.1111/j.1751-228X.2008.00050.x
Schwartz MS, Paré-Blagoev EJ, editors. Research in Mind, Brain, and Education. Routledge; 2017. Available from: https://doi.org/10.4324/9781315670621a
Zhao Q. On the role of teachers’ professional identity and well-being in their professional development. Frontiers in Psychology. 2022; 13:913708. Available from: https://doi.org/10.3389/fpsyg.2022.913708
Fuller JK, Glendening JG. The neuroeducator: Professional of the future. Theory into Practice. 1985; 24:135–137. Available from: https://doi.org/10.1080/00405848509543161
Schwartz M. Mind, brain, and education: A decade of evolution. Mind, Brain, and Education. 2015; 9:64–71. Available from: https://doi.org/10.1111/mbe.12074
Tapper A, Millett S. Revisiting the concept of a profession. In: Conscience, leadership and the problem of ‘dirty hands’. Emerald Group Publishing; 2015. p. 1–18. Available from: https://doi.org/10.1108/S1529-209620150000013001
Feiler JB, Stabio ME. Three pillars of educational neuroscience from three decades of literature. Trends in neuroscience and education. 2018; 13:17-25. Available from: https://doi.org/10.1016/j.tine.2018.11.001
Tokuhama-Espinosa T, Nouri A, Daniel D. Evaluating what Mind, Brain, and Education has taught us about teaching and learning: 2020 International Survey. 2020. Available from: https://doi.org/10.46786/ac20.1386
Hobbies MH, et al. “UNIFIED”: bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education. 2019; 13:298-312. Available from: https://doi.org/10.1111/mbe.12223
Chang Z, Schwartz MS, Hinesley V, Dubinsky JM. Neuroscience concepts changed teachers’ views of pedagogy and students. Frontiers in Psychology. 2021; 12:685856. Available from: https://doi.org/10.3389/fpsyg.2021.685856
Paré-Blagoev EJ, Booth JL. Examples at the boundaries: Using a research-practice partnership to improve teaching tools in algebra. In: Schwartz M, Paré-Blagoev EJ, editors. Research in Mind, Brain, and Education. New York, NY: Routledge; 2017. p. 208-233. Available from: https://doi.org/10.4324/9781315670621a
Amiel JJ, Tan YSM. Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience. Trends in neuroscience and education. 2019; 16:100116. Available from: https://doi.org/10.1016/j.tine.2019.100116
Coch D. Reflections on neuroscience in teacher education. Peabody Journal of Education. 2018; 93:309-319. Available from: https://doi.org/10.1080/0161956X.2018.1449925
Zadina JN. The emerging role of educational neuroscience in education reform. Psicología Educativa. 2015; 21:71-77. Available from: https://doi.org/10.1016/j.pse.2015.08.005
Leisman G. Neuroscience in Education: A bridge too far or one that has yet to be built: Introduction to the “Brain Goes to School”. Brain Sciences. 2023; 13:40. Available from: https://doi.org/10.3390/brainsci13010040
Forsler I, Guyard C. Screens, teens and their brains. Discourses about digital media, learning, and cognitive development in popular science neuroeducation. Learning, Media, and Technology. 2023; 1-14. Available from: https://doi.org/10.1080/17439884.2023.2230893
Nouri A, Mehrmohammadi M. Defining the boundaries for Neuroeducation as a field of study. Educational Research Journal. 2012; 27:1-25. Available from: https://search.informit.org/doi/10.3316/informit.720595453017583
Nouri A. Practical strategies for enhancing interdisciplinary collaboration in neuroeducational studies. International Journal of Cognitive Research in science, engineering, and education (IJCRSEE). 2013; 1:94-100. Available from: https://www.ijcrsee.com/index.php/ijcrsee/article/view/8
Descàrregues
Publicades
Número
Secció
Llicència
Drets d'autor (c) 2024 Ali Nouri
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial 4.0.
Els autors que publiquen en aquesta revista accepten els següents termes:
a. Els autors conserven els drets d’autor i d’organisme a la revista el dret de la primera publicació
b. Els textos que es publicaran sota una Llicència d'Atribució No Comercial Creative Commons permeten altres activitats del treball, sempre que inclogui un reconeixement de l’autorització del treball, la seva actualització inicial en aquesta revista i els termes de la llicència, i no se'n faci un ús comercial.
