Abstract
Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research. The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry. Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising. This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.
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