Effect of Neurocognitive Intervention Strategies on Enhancing Teaching Competency among Graduate Teacher Trainees

Abstract

This research examined the effect of neurocognitive intervention strategies on enhancing teaching competency in pre-service graduate teacher trainees. The most important task of education for the future is to improve the professional competence of the teachers. Only competent teachers will be able to relate theoretical insight to practice and to improve teacher preparation (B.Ed. course) programme. They will be effective practitioners in their profession also. Teacher education seeks to develop such competencies in the prospective teachers, It intends to increase the ability of the teachers to deal with a range of individual differences. Teachers’ can facilitate a life time of successful learning by equipping students with a repertoire of strategies and tools for learning. 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 the 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. The present study is undertaken to enhance core teaching competencies through neurocognitive intervention strategies.