Application of Neuroeducation in Teacher Training to Improve Classroom Teaching

Abstract

This study explores the relationship between teachers' level of knowledge in neuroeducation and the application of neuroeducational strategies in the classroom, aiming to identify factors that influence their implementation. Using a quantitative approach and a descriptive-correlational design, a sample of 350 teachers was analyzed through a questionnaire about their knowledge and application of these strategies. The results show that 51.4% of teachers have an intermediate level of knowledge in neuroeducation, and 48.6% apply strategies at a medium level. Cross-analysis of variables reveals that teachers with greater knowledge apply strategies more effectively, although some with high knowledge still demonstrate medium application. The conclusions emphasize the importance of ongoing training in neuroeducation, highlighting the need for practical training programs and institutional support to overcome barriers such as resistance to change and lack of resources, thereby ensuring the effective application of neuroeducational strategies in the classroom.