Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom


  • Andrew Sortwell (1) School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Sydney, Australia. (2) Research Center in Sports Sciences, Health Sciences and Human Development, Covilhã, Portugal. (3) Education and Research Directorate, Sydney Catholic Schools, Sydney, Australia.
  • Evgenia Gkintoni Department of Psychology, University of Ioannina, Ioannina, Greece.
  • Samuel Zagarella Faculty of Medicine, University of Sydney, Sydney, Australia.
  • Urs Granacher University of Freiburg, Department of Sport and Sport Science, Exercise and Human Movement Science, Freiburg, Germany.
  • Pedro Forte (1) Research Center in Sports Sciences, Health Sciences and Human Development, Covilhã, Portugal. (2) Higher Institute of Educational Sciences of the Douro, Penafiel, Portugal. (3) Department of Sports Sciences, Polytechnic Institute of Bragança, Bragança, Portugal.
  • Ricardo Ferraz (1) Research Center in Sports Sciences, Health Sciences and Human Development, Covilhã, Portugal. (2) Sports Science Department, University of Beira Interior, Covilhã, Portugal.
  • Rodrigo Ramirez-Campillo Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago, Chile.
  • Bastian Carter-Thuillier (1) Department of Education, Universidad de Los Lagos, Osorno, Chile. (2) Programa de Investigación en Deporte, Sociedad y Buen Vivir, Universidad de Los Lagos, Osorno, Chile. (3) Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco, Temuco, Chile.
  • Ferman Konukman Department of Physical Education, College of Education, Qatar University, Doha, Qatar.
  • Ali Nouri Division of Curriculum and Pedagogy, Department of Education Studies, Faculty of Humanities, Malayer University, Malayer, Iran
  • Bernadette Bentley Education and Research Directorate, Sydney Catholic Schools, Sydney, Australia.
  • Pegah Marandi School of Education, Western Sydney University, Sydney, New South Wales, Australia.
  • Monèm Jemni (1) The Carrick Institute of Neuroscience, Cape Canaveral, Florida, United States. (2) Centre for Mental Health Research in association with University of Cambridge, Cambridge, United Kingdom.



Educational neuroscience, Translation, Interdisciplinary, Neuromyths


Constant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education.


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How to Cite

Sortwell, A., Gkintoni, E., Zagarella, S., Granacher , U., Forte, P., Ferraz , R., Ramirez-Campillo, R., Carter-Thuillier, B., Konukman, F., Nouri , A., Bentley, B., Marandi, P. and Jemni , M. (2023) “Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom”, Neuroscience Research Notes, 6(4), pp. 266.1–266.7. doi: 10.31117/neuroscirn.v6i4.266.