Abstract:

Much of current research examining teachers’ roles in relation to attention is concerned with teacher knowledge and understanding of Attention Deficit Hyperactivity Disorder (ADHD). Researchers in this domain argue that teachers require training about the disorder, as training will prevent errors of judgement when referring students for treatment. We suggest that although this may be a valid claim, it limits the scope of research to teachers’ understanding and perception of the pathological manifestation of attention. Additionally, it reveals the paucity of educational research surrounding a question closer to the interest and epistemological posture of teachers, that is: how do teachers educate attention for the purpose of stimulating student learning? Our study indicates that 78 % of teachers regularly adopt strategies and practices in their classrooms for the purpose of enhancing their students’ attention. Although a significant number of these methods are described as brain-based, the nature and provenance of these practices is diverse with only 11 % of respondents stating that they have been formally trained to implement them. We conclude that current neuroeducational research about attention and Attention Training (AT) could inform teacher education programs and have a constructive impact on teacher confidence, preparation and skills.

Keywords:

Attention, Attention Training, Teacher Epistemology, Teacher Practice.