Developing a Neuroscience-Based In-Service Teacher Education Curriculum Model
Keywords:
Curriculum, In-service Teacher Training, In-service Training Curriculum Model, Educational NeuroscienceAbstract
This study aimed to develop and validate an in-service teacher education curriculum model grounded in principles of educational neuroscience. A sequential qualitative design was employed. In the model development phase, inductive qualitative content analysis based on Elo and Kyngäs’s (2008) approach was conducted using semi-structured interviews with 21 experts in curriculum studies, educational psychology, educational neuroscience, and educational administration, selected through snowball sampling until theoretical saturation was achieved. In the validation phase, a three-round Delphi technique involving 16 experts was applied to assess the importance and coherence of the extracted components. Qualitative data were analyzed using Atlas.ti software, while Delphi data were analyzed in SPSS, and instrument reliability was confirmed through a test–retest procedure. The results yielded a comprehensive curriculum model consisting of four core elements—objectives, content, teaching methods, and evaluation—encompassing 12 dimensions, 24 components, and 121 indicators. Delphi findings indicated that all components exceeded the acceptance threshold, with high Kendall’s coefficient of concordance, demonstrating strong expert agreement and model validity. The proposed model provides a scientifically grounded and practice-oriented framework for redesigning in-service teacher education programs and can support evidence-based decision-making aimed at enhancing teaching quality through neuroscience-informed practices.
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