Know Teaching through the Brain: A perspective between neuroscience and teaching
DOI:
https://doi.org/10.7346/-fei-XVIII-02-20_06Keywords:
Teaching Brain, Educational Neuroscience, NeuroeducationAbstract
Despite the multiplicity of research on the neuro-scientific contribution to education, studies that have dealt with understanding the teaching process and the teacher from the perspective of the teaching brain are still rare. The teaching brain is a concept that reflects the complex, dynamic and context-dependent nature of the learning brain. The complexity of human teaching is similar to brain processing in the nervous system. Studies that focus on the teacher’s brain highlight how information centered on the teacher-student relationship can be processed, forming a dynamic theory of cognition capable of influencing awareness processes. Teachers can then use this model to guide thoughts and actions. The underlying assumption is that by studying the teacher’s brain, teachers can be helped to work in class with students. Starting from an international literature review on research related to the teaching brain, we focus on the functions of the teacher’s brain and the implications it can have in the teaching-learning relationship and teaching practices. It is a reflection “space” still little explored, which can favor new instances on teaching and on education, without forgetting precautionary attitudes.
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