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.