Educating teachers to enact the science of learning and development
Open accessAbstract
Drawing on recent syntheses of the emerging science of learning and development and its implications for school practice, this article examines the kinds of preparation teachers need to enact such practices. We synthesize research on how children learn and develop and research on how effective preparation programs support teachers in developing the knowledge, skills, and dispositions associated with developing the whole child. This includes the “what” of teacher preparation – the content educators need to learn about children and their and learning – and the “how” of preparation – the strategies for educator learning that can produce deep understanding, critical skills and dispositions, and the capacity to reflect, learn, and continue to improve. Preparing educators to acquire and use these insights holds promise for generating the kinds of education that enable children ultimately to learn independently and thrive.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
This arrangement has often resulted in the marginalisation of science learning, with scientific concepts introduced sporadically and superficially instead of through systematic, inquiry-oriented teaching approaches.
“This arrangement has often resulted in the marginalisation of science learning, with scientific concepts introduced sporadically and superficially instead of through systematic, inquiry-oriented teaching approaches.”
From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as [3]
The citation lists haven’t been fetched yet
References 80 · Cited by 117
- Authors
- Darling-Hammond, L., Schachner, A. C. W., Wojcikiewicz, S. K., & Flook, L.
- Affiliations
- Learning Policy Institute
- Learning Policy Institute (US)
- Venue
- Applied Developmental Science
- Publisher
- Informa UK Limited
- Published
- 2023-01-02
- Volume
- 28
- Issue
- 1
- Pages
- 1-21
- ISSN
- 1088-8691 (ISSN-L)
- 1532-480X
- OpenAlex
- W4313478071
- Cited by
- 117
- References
- 80
- Citations by year
- 2026: 36 · 2025: 59 · 2024: 19 · 2023: 3
- FWCI
- 86.70
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Applied Developmental Science (publishedVersion, cc-by-nc-nd)
- Funders
- Chan Zuckerburg Initiative (2018-196711)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Keywords
- teacher preparation, teacher professional development, holistic child development, child development, school practice, reflective practice, self-directed learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
