Neuromyths: prevalence and associated factors in mexican In-service teachers
DOI:
https://doi.org/10.55040/9frac152Keywords:
teacher, educational population, education, formal education, neuroeducationAbstract
The increasing interest in the integration of neuroscience findings into education underscores the necessity for a common language to facilitate effective communication. Nevertheless, the persistence of neuromyths among teachers may impede the adoption of evidence-based pedagogical practices, thereby adversely affecting teaching quality and professional development. The principal objective of this study was to investigate the prevalence of neuromyths among a sample of in-service Mexican teachers and to examine the association of these beliefs with sociodemographic variables, namely gender, age, academic level, and region. A quantitative research methodology with a descriptive and cross-sectional correlational design was employed. A questionnaire, adapted from the instrument developed by Dekker et al. (2012), was administered to a convenience sample of 319 in-service Mexican teachers. Data were analyzed using chi-square tests via the SPSS statistical software package. The findings revealed statistically significant associations (p = 0.05) between the endorsement of neuromyths and the participants’ gender, age, academic attainment, and region. In conclusion, the identified prevalence of neuromyths among Mexican teachers highlights the critical need to incorporate evidence-based neuroeducation content into both initial teacher training and continuing professional development programs. Such integration is essential for promoting informed pedagogical practices and for potentially enhancing student learning outcomes and overall development.
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