IMPACT OF NEUROCOGNITION ON TEACHING COMPETENCY

Abstract

Teachers' can facilitate a life time of successful learning by equipping students with a repertoire of strategies and tools for learning. The teacher plays an important role in the educational process. Effective teaching depends upon the evolution of innovative strategies and also the methodology of teaching. As we gain a more scientifically based understanding about today's novel brain and how it learns, we must rethink about what we do in classroom and school. Neuro scientists are mapping the pathways between body and brain, providing tangible evidence of the benefits of hands-on, experimental learning. Neurocognitive process includes a number of human functions through neuronal networks. Brain cells communicating with each other through on electrochemical process. Neurocognition includes perceiving, recognizing, conceiving, judging and reasoning processes. The neurocognitive approach is based upon certain irrefutable facts concerning brain functions, which are applied to the intervention strategies of student teachers developmental difficulties. The teachers must develop the competencies like content competency, contextual competency, communication competency, classroom management and evaluation competency. In this paper, we discuss how the brain and its functions are helpful to the teachers in teaching and bringing out the dimensions of teaching competency such as induction, content, pedagogy, organisation and assessment. We elucidate the Neurocognitive strategies are how helpful to bring out the secrets of amygdala and hippocampus involving in teaching strategies. We also emphasize that the recent development of designing Neurocognitive programme that focus on both cognitive and social development has theoretical and practical challenges.