Prevalence of educational myths among Ecuadorian teachers
Despite widespread interest in neuroscience and its perceived relevance for teaching, a large proportion of Ecuadorian in-service teachers continue to endorse misconceptions. These findings reveal significant shortcomings in-service teacher education and underscore the need for explicitly structured professional development that incorporates core instructional theories, educational neuroscience, and targeted strategies to identify and refute common educational misconceptions.
Authors
- Jimmy Zambrano R. (ORCID: https://orcid.org/0000-0002-2515-4378)
- Paul A. Kirschner (ORCID: https://orcid.org/0000-0002-8743-0462)
- Johanna Chaguay
- José Mayorga
- Walter Parra
- Angélica Lazo
Institutions
- Ação Educativa (BR)
- Universidad Israel (EC)
- Universidad Politécnica Estatal del Carchi (EC)
- Ministerio de Educación del Ecuador
- Open University of the Netherlands (NL)
Publication Details
- Journal
- Trends in Neuroscience and Education
- Published
- 2025-10-10
- DOI
- https://doi.org/10.1016/j.tine.2025.100273
- Primary Topic
- Neuroscience, Education and Cognitive Function
- Type
- article
- Field-Weighted Citation Impact
- 0.00