Comparative Analysis between Good Teacher idealized Profile, and Neuro-Didactic Guidelines of the Brain-based learning and educational neuroscience method
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Neuroscience literature presents contributions to
pedagogical field, in emotion and motivation (Everaert et
al, 2017), attention, learning and memory (Ma et al., 2018),
with pedagogical practices proposals and teaching‐learning
strategies, arguing teachers should recognize brain
functions to new methodologies, as knowledge promoters.
The practical expression of these contributions, related to
teachers practice training emerged in method of Brainbased
learning and educational neuroscience (MB‐BL/EN),
(Edelenbosch et al., 2015), through 10 Neuro‐Didactic
Guidelines (NDG) present in this paradigm.
Neuroscience literature presents contributions to pedagogical field, in emotion and motivation (Everaert et al, 2017), attention, learning and memory (Ma et al., 2018), with pedagogical practices proposals and teaching-learning strategies, arguing teachers should recognize brain functions to new methodologies, as knowledge promoters. The practical expression of these contributions, related to teachers practice training emerged in method of Brain-based learning and educational neuroscience (MB-BL/EN), (Edelenbosch et al., 2015), through 10 Neuro-Didactic Guidelines (NDG) present in this paradigm. This study compared the Profile of the "Good Teacher", idealized by the students, with the Neuro-Didactic Guidelines (OND) of the Brain-based learning and educational neuroscience method (MB-BL/EN).
Methodology: Descriptive, cross-sectional and observational quantitative study, through the Form application: “Learning Strategies and Memories: Neuroeducation Perspective” on a snowball sample of higher education students between March and November 2017, built for this purpose, available on Google Form with electronic sending. Sample consisted of 119 students who attended a course at the graduate and masters levels in scientific health areas (Nursing, Gerontology and Dietetics and Nutrition), in the academic year 2017/2018, in a public institution in the North, with 16% male and 84% female elements, ranged in age from 19 to 36 years.
Results: From descriptive analysis of results, it was verified that sample created a teacher profile, corroborating the Neuro-Didactic Guidelines (NDG) of Neuroeducation, perceiving as determinants of “competent teacher”: knowledge, respect for neurodiversity with application of active and multi-sensory methodologies, ability to stimulate and self-motivate students.
Conclusion: The profile selected by the students, in a personal and intuitive way, corroborated 9 of the 10 Neuro-Didactic Guidelines (DND) (Guidelines), presented in the MB-BL /EN paradigm. This reflection shows that this model makes perfect sense, so, teachers training should be conceptually developed in this perspective.
