Bringing the Brain Into Teacher Education: Supporting Neurotechnology Adoption and Effective Teaching in China

Educational trends in China point to an interest in the adoption of neurotechnology to support learning. Although these tools hold tremendous potential, their adoption and use may be negatively impacted by teachers’ lack of knowledge about how the brain learns. In this article, we present an argument for providing teachers in China with training in the Science of Learning in preparation for the potential adoption of neurotechnology. While the specific professional development requirements needed to prepare teachers to use neurotechnology are unknown, teacher deficits in neuroscience knowledge, along with previously reported benefits make training in the Science of Learning an attractive solution. This training may also pave the way for school-university research collaborations that further our understanding of how the brain learns in the real world. Ethical considerations, and recommendations for training development and implementation are also discussed.