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This paper intends to show progress made in the "Cognitive and Metacognitive Scaffoldings project in the university pedagogical education: The case of students who are studying at the Faculty of Education in the School of Education Sciences FFYH. UNC." The research work continued to deal with the subject of the inquiry conducted by Lic. Cecilia Ziperovich since 1995, with the collaboration of a team of research professors from the UNC. At this new investigative stage the aim of the study was to contribute some reflections intended to help rethink the loans of conscience, and the cognitive and metacognitive scaffoldings that the teaching staff transfers to the students--who are future teachers. We set out to identify which scaffoldings the teachers propose and interpret the meanings that the students seem to assign to them. The methodology of this investigation was qualitative of an exploratory and descriptive type. It encompassed, as its universe, teachers and students of a module of the teaching career in Philosophy, History, Literature, Psychology, Mathematics and Physics taught by the School of Education Sciences of the Faculty of Philosophy and the Humanities of the UNC. We worked with data from different sources to favor the triangulation of them. The following techniques were used: - Questionnaire self-applied by the students: 83 questionnaires were taken and processed - In-depth interviews with teachers - Analysis of the program of a module of the career plan for teachers. - Analysis of exercises of evaluations and practical works. [ABSTRACT FROM AUTHOR]