Teacher training and its relation to inclusive settings

The following paper will discuss teaching training in neuroscience and how such training is used to create inclusive contexts. Such study comprises, mainly, three fields: neuroeducation, teaching training, and inclusive contexts. The main focus of this research is teaching training on neuroscience. The main goal of this paper is to analyze the training teachers get, closely considering their knowledge on neuroscience, and how such knowledge is used to create inclusive contexts. In order to achieve so, we have produced a research paper using a quantitative method. The data collection tool used on this paper is a categorical scale. The conclusions from this investigation show how teaching training on neuroscience and inclusive contexts is rather is low. The results shown on these paper determine that teachers do not possess enough knowledge on neuroscience in order to create inclusive contexts.