{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T05:23:18Z","timestamp":1787289798514,"version":"build-2736575974"},"reference-count":12,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T00:00:00Z","timestamp":1787270400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>Educational neuroscience has attracted substantial interest from teachers, but professional-development programs are often designed without a formal assessment of the difference between what educators believe they know and what they wish to learn. This secondary analysis of a cross-sectional survey examined perceived training needs in educational neuroscience among 204 active Brazilian teachers. Participants rated, on six-point scales (0\u20135), their self-perceived knowledge and their desire to learn more about 10 neuroscience-related topics. We defined a training-gap indicator as the within-participant difference between desired knowledge and self-perceived knowledge, ranging from \u22125 to +5. Positive values indicated a perceived need for further training. Overall self-perceived knowledge was 2.86 \u00b1 1.04, whereas desire to learn was 3.88 \u00b1 1.10, producing a mean global training gap of 1.01 \u00b1 1.15. A positive global gap was present in 69.6% of participants. All 10 topics showed significant positive gaps after false-discovery-rate correction. The largest gaps concerned neurodevelopment and brain plasticity, the adolescent brain, dyslexia\/dysgraphia\/dyscalculia, learning disorders, and attention-deficit\/hyperactivity disorder. Global training needs did not differ by school sector or teaching level and were not independently associated with age, teaching experience, gender, or disciplinary background. Training-format preferences differed significantly, with individual reading and remote modalities rated more highly than in-person formats, although the overall effect size was small. These findings suggest that perceived demand for educational- neuroscience training is broad rather than confined to specific teacher subgroups. A topic-prioritized, flexible, and scientifically grounded curriculum may therefore be more useful than narrowly targeted initiatives based only on demographic or institutional characteristics.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1923283","type":"journal-article","created":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T04:22:57Z","timestamp":1787286177000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Mapping perceived training gaps in educational neuroscience among Brazilian teachers"],"prefix":"10.3389","volume":"17","author":[{"given":"Marcela Prado","family":"Siqueira","sequence":"first","affiliation":[{"name":"Department of Psychiatry","place":["Medical School, University of S\u00e3o Paulo, Brazil"]},{"name":"Laboratory of Experimental Surgery (LIM26)","place":["Medical School, University of S\u00e3o Paulo, Brazil"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anal\u00eda","family":"Ar\u00e9valo","sequence":"additional","affiliation":[{"name":"Laboratory of Experimental Surgery (LIM26)","place":["Medical School, University of S\u00e3o Paulo, Brazil"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Guilherme","family":"Lepski","sequence":"additional","affiliation":[{"name":"Department of Psychiatry","place":["Medical School, University of S\u00e3o Paulo, Brazil"]},{"name":"Laboratory of Experimental Surgery (LIM26)","place":["Medical School, University of S\u00e3o Paulo, Brazil"]},{"name":"Department of Neurology","place":["Medical School, University of S\u00e3o Paulo, Brazil"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,21]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"100264","DOI":"10.1016\/j.tine.2025.100264","article-title":"Belief in neuromyths among primary school teachers: a cross-national study of 11 countries","volume":"40","author":"Adiguzel","year":"2025","journal-title":"Trends Neurosci. 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Psychol."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1923283\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T04:22:58Z","timestamp":1787286178000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1923283\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,21]]},"references-count":12,"alternative-id":["10.3389\/fpsyg.2026.1923283"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1923283","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,21]]},"article-number":"1923283"}}