Browsing by Subject "Child Development"

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    La formación docente frente a las innovaciones neurocientíficas en el aprendizaje temprano
    (Universidad de Murcia. Servicio de Publicaciones, 2026) Somoza Zabala, Gioryi A.; Belduma Cabrera, Karla Y.; Pintado Paltán, Erika M.; Zambrano Vélez, Wilson A.; Sin departamento asociado
    The present research aimed to analyze teacher training in relation to their preparation for integrating neuroscientific innovations into early learning. It was conducted under a mixed-methods approach, with a non-experimental, cross-sectional, and descriptive–correlational design, using a sample of 90 in-service teachers. The results showed that participants demonstrated a moderate level of knowledge in educational neuroscience (M = 3.25) and a favorable disposition toward its pedagogical application (M = 3.60). A positive correlation was identified between both dimensions (ρ= 0.39, p < 0.001), indicating that greater knowledge is associated with a more favorable attitude. Regarding pedagogical practices, those that were easier to implement were the most consolidated, while the use of neuroscientific resources was less frequent. The adoption of practices was significantly associated with the teacher training index (ρ= 0.52, p < 0.001) and with professional experience (t = 2.41, p = 0.018). The complementaryqualitative analysis revealed structural barriers such as lack of specific training, insufficient resources, and curricular overload, versus facilitators such as teacher motivation, continuous training, and institutional support. The semantic network highlighted the centrality of training and resources, which may operate as either barriers or facilitators. It is concluded that teacher training constitutes a key factor in the integration of neuroeducation, conditioned by institutional and material contexts.