Revamping the Teacher Education Training System in Nigeria: Implication of Incorporating Neuropsychology and Neurobiology

The paper critically analyses the need to revolutionize the teacher education system of Nigeria with specific reference to infusion of neurobiology and neuropsychology with teacher training courses. It stresses the need to comprehend internal mechanisms of the brain to process information and how this can be integrated to improve teaching strategies, student engagement, and learning process. Despite various reforms undertaken, the teacher education system of Nigeria is plagued with the problem of obsolete syllabi, limited professional opportunities, and lack of cognizance of cognitive and neurobiological processes of teaching. The report opines that infusion of neurobiological and neuropsychological insights into teacher training can revolutionize teacher-student relationships, specifically with respect to accommodating various learning patterns and coping with cognitive and affective demands. The report opines that teacher education courses require reorganization to integrate modules of neuroscience to equip prospective teachers with the appropriate equipment to facilitate more inclusive, participative, and effective learning environments. In the final reckoning, the report advocates policy reforms to make integration of neuroscience with teacher training the highest priority to make teachers better equipped to handle demands of learning conditions of the day.