Neuromyths in education: Comparing perceptions between pre-service and in-service teachers

In this study, participants were presented with pedagogical scenarios and asked to rate the effectiveness of two teaching practices: one based on a neuromyth and the other on evidence - based findings. Analyses showed that in -service teachers, compared to pre -service teachers, demonstrated both lower adherence to major neuromyths (learning styles, multiple intelligences, and brain gym) and stronger belief in evidence-based practices. This pattern was also observed within the in-service group, who favored evidence-based over neuromyth-based practices. Education level and teaching experience were negatively correlated with neuromyth endorsement and positively associated with recognition of effective teaching strategies. These findings suggest that Initial Teacher Education programs should explicitly address neuromyths early in training while facilitating knowledge exchange between experienced and novice teachers to accelerate pedagogical expertise development. Key words Neuromyths, initial teacher education, evidence -based practices, professional development, pedagogical expertise 3