Evaluating the Impact of Metacognitive and Neurocognitive Interventions on Enhancing Competencies of Physics Student Teachers in Integrated B.Ed.

Metacognitive reflection allows teacher educators to enhance their awareness of cognitive processes and biases. It enables them to design more effective lesson plans and optimize learning techniques. This research aims to enhance the teaching competencies of physics student teachers of integrated B.Ed. by employing two distinct lesson plan models: metacognitive intervention and neurocognitive intervention. One group utilizes planning, monitoring, and evaluation to self-regulate their teaching using metacognitive intervention, while the other group employs neurocognitive interventions such as executive functioning, strategic planning, and attention. A teacher assessment rubric was devised to evaluate the teaching competencies of the participants from the groups, focusing on mastery skill, pedagogical skill, information literacy skill, problem-solving skill, and questioning skill. The study findings indicate that post-assessment of metacognitive and neurocognitive interventions provided to two separate groups (N=15 each) showed significant difference on enhancing the physics teaching competencies of integrated B.Ed. students compared to pre-assessment. Both metacognitive and neurocognitive intervention has its significance in enhancing physics teaching competencies. Consequently, teacher educators can identify areas of weakness and gaps to pursue targeted professional development opportunities that foster self-regulation and understanding of cognitive processes. The scope of this study could be expanded to explore the interventions for various disciplines and grade levels.