TEACHER SCAFFOLDING STRATEGIES WITHIN INNOVATIVE CREATIVE LESSON FRAMEWORKS: A COMPETENCY-BASED PERSPECTIVE
DOI:
https://doi.org/10.5281/zenodo.17870093Abstract
This article examines teacher scaffolding strategies within innovative creative lesson frameworks from a competency-based educational perspective. As modern pedagogy increasingly prioritizes learner autonomy, creative problem-solving, and flexible knowledge construction, scaffolding becomes an essential instructional tool for supporting students’ gradual mastery of complex competencies. The study explores how teachers can design and apply adaptive scaffolding techniques that align with creative lesson structures, including guided inquiry, stepwise modeling, reflective questioning, and collaborative learning facilitation. Emphasis is placed on integrating scaffolding with creativity-oriented tasks to enhance critical thinking, innovation skills, and independent learning behaviors. The article argues that effective scaffolding strengthens competency formation by balancing instructional support with opportunities for learner-driven exploration and creative engagement.
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