The Effectiveness of Cognitive Scaffolding Techniques in Improving Teaching Competency among B.Ed. Trainees

This study examines the effectiveness of cognitive scaffolding techniques in enhancing the teaching competency of B.Ed. trainees specializing in Physical Science at Alagappa University College of Education, Karaikudi, Tamil Nadu, India. A single-group pre-test, treatment, and post-test design was employed, involving 40 pre-service trainees with academic backgrounds in Physics and Chemistry. Cognitive scaffolding strategies, including concept mapping, guided questioning, and iterative feedback loops, were integrated into a three-week training intervention. The Teaching Competency Assessment Scale (TCAS), a validated tool encompassing dimensions such as pedagogical knowledge, classroom management, instructional strategies, and evaluation techniques, was used to measure outcomes. Quantitative analysis using paired sample t-tests revealed a statistically significant improvement in teaching competency scores postintervention (t(39) = 12.76, p < 0.001). These findings align with previous studies, such as those by Kim et al. (2022) and Anand & Mehta (2021), which emphasize the transformative role of scaffolding in fostering reflective teaching practices and critical thinking skills. The intervention demonstrated its utility in bridging the gap between theoretical knowledge and practical classroom applications, particularly in complex domains like Physical Science education. The study underscores the importance of embedding cognitive scaffolding techniques within teacher training curricula to prepare educators capable of effective instructional delivery and student engagement. Further research with diverse cohorts and longitudinal designs is recommended to assess the sustained impact of scaffolding strategies in teacher education.