Challenges in teacher education: neuromyths in university teachers of Early Childhood Education
Keywords:
EDUCATION, CONTINUING, FACULTY.Abstract
Introduction: neurosciences play an increasingly important role in education. However, several factors have influenced the emergence of neuromyths that affect the neurosciences-education relationship and hinder the initial training of teachers.
Objective: to determine the prevalence of neuromyths in teachers of the Faculty of Early Childhood Education of the University of Pinar del Río "Hermanos Saíz Montes de Oca".
Methods: observational, descriptive, cross-sectional, descriptive study, developed from January-March 2022 in the Faculty of Early Childhood Education of the University of Pinar del Río "Hermanos Saíz Montes de Oca". Universe: 84 university professors of the careers of the common core of early childhood education, 45 teachers were selected, by means of a non-probabilistic sampling.
Results: 60 % (27) have not received any type of preparation, an indicator that is more significant in the case of the teachers of the Primary Education career. 100% of the sample grouped in the Special Education and Speech Therapy Education careers acknowledged having received different forms of preparation throughout their training process. The most common neuromyths were those directly linked to the teaching-learning process, such as the prevalence in 71,1 % (32) of the cases of the significance between critical and sensitive periods during the first years of life in the child's education.
Conclusions: there is a need for continuous, interdisciplinary training programs that promote critical thinking and intersectoral investigations in research projects.
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