Predictors of Teachers' Knowledge of Educational Neuroscience: A Role for Formal Training

Understanding factors which might influence teachers' knowledge of educational neuroscience is essential for designing effective initial training and professional development programmes. This study assessed teachers' knowledge using our novel Educational Neuroscience Knowledge Test (ENKT). The validated ENKT provided a structured measure of teachers' understanding of educational neuroscience, distinguishing between knowledge of general cognitive functions and special educational needs. Test results allowed for an evaluation of teachers' familiarity with evidence‐based concepts in both areas. Findings indicated that formal educational neuroscience training was associated with significantly higher knowledge scores than exposure through continuing professional development (CPD) or informal sources. Implications for teacher training programs and CPD include the need for structured, formal educational neuroscience training to improve teachers' knowledge of this field and better support evidence‐informed teaching practices.