American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2016, 4(11), 785-791
DOI: 10.12691/education-4-11-2
Open AccessArticle

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

N. Sasikumar1, , M. Parimala Fathima2 and S. Mohan3

1Department of Education, Alagappa University, Karaikudi Sivaganaga Dist. Tamilnadu, India

2Alagappa University College of Education, Karaikudi Sivaganaga Dist. Tamilnadu, India

3Centre for Research, Kundrakudi, Tamilnadu, India

Pub. Date: July 15, 2016

Cite this paper:
N. Sasikumar, M. Parimala Fathima and S. Mohan. Effect of Neurocognitive Intervention Strategies on Enhancing Teaching Competency among Graduate Teacher Trainees. American Journal of Educational Research. 2016; 4(11):785-791. doi: 10.12691/education-4-11-2


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.

neurocognition competencies neuronal network and innovative strategies

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Ananthi.A (2011) ‘Role Of Neurocognitive Therapy In Facilitating Teaching Competence In Science Education Among Dte Students’, Ph.D. Thesis, Alagappa University, Karaikudi, Tamilnadu.
[2]  Anderson, M. (1992). ‘Intelligence and Development: A Cognitive Theory’ Oxford Blackwell.
[3]  Ayres, Donna B. (2002). The effectiveness of a lesson planning strategy to aid pre service elementary teachers in developing reflective practice on lesson design. George Mason University.
[4]  Brekke J. S. etal (2009) Neurocognitive change, functional change and service intensity during community-based psychosocial rehabilitation. Psychological Medicine, Cambridge University Press, 39, 1637-1647.
[5]  Cindy H. Bowen (2011), “Resolving the Conflict: Brain-Based Learning, Best Practices, and No Child Left Behind” Perspectives in Learning: A Journal of the College of Education & Health Professions Columbus State University, Volume 12, Number 1 p 4-9.
[6]  Daniel R. Müller (2010), “Integrated Psychological Therapy and Integrated Neurocognitive Therapy” Neurocognition and Social Cognition in Schizophrenia Patients. Basic Concepts and Treatment. Key Issues Ment Health. Basel, Karger, vol 177, pp 118-144.
[7]  Dilshad Akber Ali, (2013), “The Experiences of In-service Teachers Nominated for Professional Competency Enhancement Programme for Teachers (PCEPT): Reflections and Learning Outcomes” Interdisciplinary Journal of Contemporary Research in Business, VOL 4, NO 9.
[8]  Dolors Girbau(2007), Neurocognitive Approach to the Study of Private Speech. The Spanish Journal of Psychology ,Vol. 10, No. 1, 41-51.
[9]  Ebrahim, Ali (2004). The effects of traditional learning and a learning cycle inquiry learning strategy on students’ science achievement and attitudes toward elementary science (Kuwait) Ohio University.
[10]  Flanders, IT.A., and Anita Simon,(1969): “Teaching Effectiveness: A Review of Research 1960-1969,” InR.IuIhel(Ed.), Encyclopaedia of Educational Research .Rand, McNally, Chicago, pp.1423-38.
[11]  Hewkew (1956). “The Relationship Between Selected Personality Characteristics and Teacher Verbal Behaviour”, Classroom Interaction Newsletter. 2, p.26.
[12]  John J. Ratey and Jacob Sattelmair (2009) Physically Active Play and Cognition an Academic Matter? American Journal of Play. Winter 2009, P.365-374.
[13]  Medley and Mit H.E.(I963): “Teacher Effectiveness”, In. Chester W.Harris (jsd.), Encyclopaedia of Educational Research, The Macmillen Co.,NewYork, pp.1481-86.
[14]  Michael J.(2008), A neurocognitive model of borderline personality disorder: Effects of childhood sexual abuse and relationship to adult social attachment disturbance. Development and Psychopathology, Cambridge University Press, 341-368.
[15]  Parimala Fathima. M (2014), “Enhancing Teaching Competency of Graduate Teacher Trainees through Metacognitive Intervention Strategies” American Journal of Applied Psychology, Vol. 2, No. 1, 27-32.
[16]  Rajkumar.M (2005), “Effectiveness of cognitive intervention strategies on developing competence in teaching science among dte students”, Ph.D. Thesis, Alagappa University, Karaikudi, Tamilnadu.
[17]  Rama.M. (1979).Factorial structure of Teaching Competencies among secondary school teachers. Unpublished Doctoral Dissertation, M.S. University of Baroda, Baroda.
[18]  Stephen M. Stahl (2006), Structure and Function of Neurons. Neuroscientific Basis and Practical Applications, Cambridge University Press.
[19]  Wilson (1973) “A Study of Students Attitude Towards Teachers' with Direct and Indirect Influence”, Educational Research, Government College of Education, Jabalpur ,5-4 6A.