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Integrating the Science of Learning and Development into Teacher Education

In the past few decades, knowledge of human learning and development has proliferated rapidly (Darling-Hammond et al., 2020; National Academies of Sciences, Engineering, and Medicine, 2018). New insights come from multiple fields, including neuroscience and biology, sociology, psychology, developmental science, and learning sciences, as well as applied educational research. As a whole, this growing body of research makes clear that children’s learning and development are shaped by interactions among environmental factors, relationships, and learning opportunities, along with internal cognitive, psychological, physical, social, and emotional processes (Darling-Hammond et al., 2020). In 2019, the Woodrow Wilson Graduate School of Teaching and Learning (WWGSTL) and MIT’s Playful Journey Lab undertook a project with the goal of incorporating SoLD throughout the teacher education program. In this paper, we detail the steps we have taken so far, as well as those we plan to take in the future, to achieve our ultimate vision of teacher education grounded in SoLD.