Scholarlink

This study presents the results obtained in the third phase of research on a classroom implementation based on the neuroeducational discipline. These results interpret the teacher perceptions provided by participants at the end of the neuroeducational implementation process. The research was qualitative, framed within an interpretive paradigm. The research design adheres to theoretical/interpretive analysis and a case study in a Chilean context. Information was obtained through semi-structured and in-depth interviews. The data were processed using ATLAS.ti 24 software, in addition to open and axial coding analysis through content. The results reveal the impact that neuroeducational literacy has on teacher identity, as well as a positive assessment of the discipline in the classroom. Educators consider that neuroeducation presents opportunities for reading comprehension and their professional work, thus permeating the proposal into teacher identity.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teachers’ Perceptions of Neuroeducation in Chilean Elementary School Educators: Phase III of a Case Study in a Classroom Context

  • 会议论文

  • 发表日期：

    2026年

查看全文
  • Belén Valdés-Villalobos,
  • Mariana Lazzaro-Salazar

摘要

This study presents the results obtained in the third phase of research on a classroom implementation based on the neuroeducational discipline. These results interpret the teacher perceptions provided by participants at the end of the neuroeducational implementation process. The research was qualitative, framed within an interpretive paradigm. The research design adheres to theoretical/interpretive analysis and a case study in a Chilean context. Information was obtained through semi-structured and in-depth interviews. The data were processed using ATLAS.ti 24 software, in addition to open and axial coding analysis through content. The results reveal the impact that neuroeducational literacy has on teacher identity, as well as a positive assessment of the discipline in the classroom. Educators consider that neuroeducation presents opportunities for reading comprehension and their professional work, thus permeating the proposal into teacher identity.