Methodology for Preparing Future Primary School Teachers to Use Information Technologies and Neuroscience

Abstract

The article proposes approaches to addressing the problem of preparing future teachers based on an interdisciplinary paradigm. This paradigm focuses on preparing future primary school teachers to use information technologies in their professional practice and on applying multimedia technologies in the educational process of primary and higher education. This pilot exploratory study aims to formulate research hypotheses and establish a methodological framework for integrating neuropedagogical principles into ICT training systems. The article also provides a rationale for the neuropsychological assessment of the brain organisation of future primary school teachers in the experimental group. The assessment is based on contemporary advances in neurophysiology and neuropsychology, particularly research on the functional hemispheric asymmetry of the brain during the use of information technologies. The article further presents the results of assessing the functional hemispheric asymmetry of future primary school teachers obtained during the experimental study. From the perspective of neuropedagogy, this study proposes a pedagogical system of synthesised learning that incorporates information technologies while taking into account the natural characteristics of thinking. Particular attention is given to the methodological aspects of synthesised learning for future primary school teachers with different patterns of laterality. Such teachers are viewed as the cognitive architects of the digital learning environment. This theoretical model is designed to minimise the risk of teachers’ neurocognitive burnout while enhancing information processing among primary school pupils. The findings presented in the article may be used to improve teaching methodology in primary education.