This paper presents the results of a survey on teacher formation and beliefs related to the
science of learning (e.g. the science of how people learn) completed by in-service and
pre-service teachers. The study results suggest there is a gap, as perceived by both in-service
and pre-service teachers themselves, in teacher knowledge and confidence related to the
science of learning. This gap exists despite most teachers indicating that the science of
learning should be a required part of initial ...
This paper presents the results of a survey on teacher formation and beliefs related to the
science of learning (e.g. the science of how people learn) completed by in-service and
pre-service teachers. The study results suggest there is a gap, as perceived by both in-service
and pre-service teachers themselves, in teacher knowledge and confidence related to the
science of learning. This gap exists despite most teachers indicating that the science of
learning should be a required part of initial teacher education. Overall, this study supports the
notion that teachers’ would be receptive to interventions that improve their knowledge of the
science of learning.
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