Conoscere l’insegnamento attraverso il cervello: Prospettive di interazione tra neuroscienze e processi didattici dell’insegnante
DOI:
https://doi.org/10.7346/-fei-XVIII-02-20_06Parole chiave:
Insegnamento e cervello, Neurodidattica, Neuroscienze educativeAbstract
Nonostante la molteplicità di ricerche sull'apporto neuro-scientifico all'educazione, rari ancora sono gli studi che si sono occupati di comprendere il processo di insegnamento e dell’insegnante secondo la prospettiva del teaching brain. Il cervello docente è un concetto che riflette la natura complessa, dinamica e dipendente dal contesto del cervello che apprende. La complessità dell’insegnamento umano è simile all'elaborazione cerebrale nel sistema nervoso. Gli studi che si focalizzano sul cervello dell'insegnante mettono in rilievo come si possano elaborare informazioni centrate sulla relazione insegnante-studente, formando una teoria dinamica della cognizione in grado di influire sui processi di consapevolezza. Gli insegnanti possono quindi utilizzare questo modello per orientare pensieri ed azioni. Le ipotesi sottese è che studiando il cervello dell’insegnante si possa aiutare gli insegnanti nel lavoro in classe con gli studenti. Partendo da una revisione della letteratura a livello internazionale sulle ricerche correlate al teaching brain, ci si sofferma sulle funzioni del cervello dell’insegnante e le implicazioni che può avere nella relazione di insegnamento-apprendimento e sulle pratiche didattiche. È uno "spazio" di riflessione e ricerca ancora poco esplorato che può favorire nuove istanze sulla didattica e sull'interazione nei processi educativi, non dimenticando atteggiamenti precauzionali.
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