Learning to think in light of neuroscience and my teaching competence

Abstract

Neuroscience constitutes a new epistemological paradigm that makes it possible to analyze and explain intelligent human behavior. Modern neuroscientific theories seem to demonstrate that it is in the brain where the acting body is ordered. It controls the body, orders its results, stores information, influences emotionally, experiences and constructs itself with the exterior. All these functions have as reference the motor system and the control of the movement. Neuroscience knowledge must be considered in education. The activity carried out through the body is key in the neuronal configuration. Through the experiences that make up the experience, the brain is configured. After analyzing the competencies that teachers must have, we propose a work plan for their training, which has been tested for years. Throughout our experience, both with school-age students and in teacher training, we have been able to verify how small, sometimes accidental, experienced situations have taken on an important relevance, even generating substantial changes in the person. You learn what you live. The experience we present here has been carried out in the format of numerous courses for teacher training. We intend to develop teaching competences in such a way that, when the teacher is practicing his educational action, he has a relationship with his own way of thinking, with what he wants and with his own style of interacting.