Teachers who were more knowledgeable were also more committed to believing in seven common neuromyths

From Why do teachers believe educational neuromyths? by Brenda Hughes, Karen A.Sullivan, and Linda Gilmore.  Motivated reasoning would be my guess.  For a field awash in fads and hypotheses, not much has actually changed in our understanding of what works in education.  The staid truisms work, but they are never in fashion.

From the Abstract:

Background

It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes.

Method

A standardised survey was administered to practising teachers (N = 228) to determine whether or not they believe fictional (neuromyth) or factual statements about the brain, the confidence in those beliefs, and their application.

Results

Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms.

Conclusion

Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered psychometric weaknesses in the commonly used neuromyth measure that future research should address.

Not a particularly large or robustly designed study, but the results are consistent with other work.