Teacher training through the lens of cognitive sciences

This article analyzes the integration of cognitive sciences into initial and continuing teacher training, from the perspective of Evidence-Based Education (EBE). Drawing on the French context of the INSPÉ, it examines the content, mechanisms, and rationales underlying this dynamic, before shedding light on it through a comparison of four French-speaking regions (France, Belgium, New Brunswick, Sherbrooke). While these systems converge toward a common model of research-based professionalization, they reveal significant paradigmatic divergences between European and North American cognitivist traditions. The article also questions the limitations inherent to this dynamic (difficulties of transposition, risks of a prescriptive use of EBE, the persistence of neuromyths) and identifies reflective practice analysis mechanisms as a structuring lever for the critical appropriation of scientific knowledge. It closes with a forward-looking reflection on broadening the cognitivist framework toward 4E approaches, the impact of generative artificial intelligence on the teaching profession, and the development of integrated models linking training and collaborative research.