The impact of a comprehensive neuroscience program on prospective teachers' neuroeducational literacy: An exploration of practice

Zhazira  Zhumabayeva; Assel  Stambekova; Rabiga  Bazarbekova; Akerke  Umirbekova; Sazhila  Nurzhanova

doi:10.18488/61.v12i4.3917

Authors

Zhazira Zhumabayeva Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. https://orcid.org/0000-0001-5444-8597
Assel Stambekova Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. https://orcid.org/0000-0002-6869-7401
Rabiga Bazarbekova Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. https://orcid.org/0000-0003-4002-064X
Akerke Umirbekova Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. https://orcid.org/0000-0001-7964-7322
Sazhila Nurzhanova Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. https://orcid.org/0000-0002-6856-211X

DOI:

https://doi.org/10.18488/61.v12i4.3917

Abstract

The aim of this study is to investigate how comprehensive neurobiology training influences the neuroeducational literacy of prospective Kazakhstani teachers. This study used mixed methods. The study had 216 participants. The findings indicated that the study participants found it difficult to identify the factors influencing the development of their neuroeducational literacy which indicated a lack of understanding by prospective teachers of the meaning of neuroeducation as well as the essence and features of neuroeducation. The neuroeducational literacy of the participants developed linearly and was integrated into the educational practice of the pedagogical university during the experiment. The use of the author's comprehensive instructions on neurobiology significantly increased neuroeducational literacy and also contributed to the professional development and successful educational practices of prospective teachers. These results make a practical contribution to research on the development of neuroeducational literacy among prospective teachers and can be implemented in pedagogical universities representing a new direction in preparing future specialists for neuroeducational activities.