Teachers’ understanding of neuromyths: A role for educational neuroscience in teacher training.

Yasin Arslan, PhD Candidate, Department of Psychology and Human Development, University College London  Rebecca Gordon, Associate Professor of Cognitive Psychology, Department of Psychology and Human Development, University College London  Andy Tolmie, Professor of Developmental Psychology, Department of Psychology and Human Development, University College London  Introduction Teachers in the UK must complete a degree and an initial teacher training (ITT) programme to gain qualified teacher status (QTS). Broadly, these programmes train teachers to understand the curriculum, plan, structure and teach lessons, use assessment and manage behaviour. In addition to teachers’ existing knowledge and teaching skills, there is increasing evidence that an understanding of the brain systems and processes involved in learning can assist and influence teachers in developing optimal teaching practices (Howard-Jones et al., 2020; Brick et al., 2021), especially for children with special educa