Comparative analysis between good teacher idealized profile, and neuro-didactic guidelines of the brain-based learning and educational neuroscience method
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.info:eu-repo/semantics/publishedVersio
