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Background: Neuroscience is unlikely to produce findings for immediate application in the classroom. The educational significance and practical implications of knowledge about mind and brain inevitably require some level of interpretation, yet the multiplying examples of unscientific 'brain-based' educational concepts suggest this process of interpretation is potentially problematic. Research is needed into the most appropriate ways of developing such concepts. Purpose: This paper reports on an attempt to develop a process of 'co-construction' of pedagogical concepts, enriched by insights about the brain and the mind, with a group of trainee teachers led by a team with both educational and scientific expertise. Sample, design and methods: A research team consisting of two teacher trainers and a psychologist followed an action research spiral involving 16 trainee teachers who explored their own creativity, and the psychology and cognitive neuroscience of creativity in seminars, discussions and practical workshops, with the pedagogical aim of developing their own reflective capability. Results: Outcomes illustrated both dangers and opportunities associated with developing concepts bridging neuroscience and education. Trainees' understanding developed in stages that might broadly be described as initial enchantment, mythologising, disenchantment, an increased focus on metacognition and, finally, a demonstrable ability to reflect on their own classroom practice with a heightened sensitivity to issues of underlying cognitive processes. Conclusions: The type of 'co-construction' process reported here may help reduce some of the more popular and problematic misconceptions that arise when developing pedagogical concepts involving the brain and mind. Further research is needed to assess impact of such concepts upon practice. [ABSTRACT FROM AUTHOR]