Educational Neuroscience (EN) is an emerging field of inquiry that is currently facing the challenge of defining itself as an independent domain with its own key research questions, theoretical paradigms and methodologies, embracing a transdisciplinary perspective. Within this evolving framework, however, it is necessary to overcome the idea that EN merely involves the transfer of knowledge from experimental settings or individual disciplines (e.g., cognitive neuroscience) to learning environments such as classrooms. Implementing an educational curriculum informed by neuroscientific evidence requires interdisciplinary and preliminary efforts to translate key knowledge into authentic educational contexts. In addition, to improve “neuro-literacy” in education, it is necessary for teachers not only to acquire specific knowledge about cognitive, social and affective processes underlying learning, but also to develop critical-reflective thinking and teaching methods.

Based on these premises, this paper presents a framework for teacher training in EN that combines a translational research model with action research activities aimed at:
1) improve the construction of a defined curriculum in the field of EN and, at the same time,
2) support the development of teachers’ neuro- literacy, defined as a complex set of knowledge and skills concerning the application of interdisciplinary evidence on learning processes to real-world educational settings.

Building on the model of translational research proposed by Khoury and colleagues (2007) in genomic medicine, it is possible to view the translation of neuroscientific evidence in education as a research spectrum comprising four distinct phases:
- Transfer of a basic neuroscientific finding into a practical educational application (from Discovery to Educational Application, T1);
- Testing of the effectiveness of educational applications to develop evidence-based guidelines (from Educational Application to Evidence- based Guideline, T2);
- Transfer of evidence-based guidelines into educational practices through dissemination, implementation, and dissemination research (from Guidelines to Educational Practices, T3);
- Transfer of educational practices into educational systems and policies (from Practice to Educational Systems, T4).

Phases T1 and T2 provide a framework for designing instructional trainings in which teachers, involved through action-research activities, can be engaged as researchers in shaping curriculum in EN domain and, simultaneously, develop skills and critical thinking for integrating neuroscientific knowledge into usual teaching practices.

The potential and critical application issues of the proposed framework are discussed in light of current reflections of the general purposes and challenges of Educational Neuroscience.

Keywords: Educational Neuroscience, Teachers training, Translational research, Neuroliteracy.