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Sinergias educativas
October - December Vol. 6 - 4 - 2021
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eISSN: 2661-6661
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Approved: June 30, 2021
The pedagogical accompaniment: a
systematic review
El acompañamiento pedagógico: una revisión sistemática
Jeanette Milagros Abanto Zorrilla
*
Abstract
This article is an analysis developed on pedagogical accompaniment as a
strategy to train a teacher. It analyzes different perspectives of the form of
accompaniment in our continent and others. Based on the methodology as
technical support of what was done, for which a systematic literature
review was conducted in order to document on the problem, the search was
carried out in databases and repositories of scientific journals. from 2014
to 2021. The processed information has contributed, in a conceptual way,
background and various strategies of pedagogical accompaniment. The
results indicated that the pedagogical accompaniment is an important
strategy that effectively strengthens the teaching performance, also, in the
pedagogical practice, it seeks to create a classroom in an environment of
harmony and affective communication between the accompanying and
accompanied to obtain better learning.
Key words: pedagogical accompaniment, pedagogical practice and
teacher training.
Dr.C, Universidad César Vallejo, Lima, Perú,
jabantoz@ucvvirtual.edu.pe, https://orcid.org/
0000-0001-6092-8626
Article
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Resumen
El presente artículo es un análisis desarrollado sobre el acompañamiento
pedagógico como estrategia de formar a un docente. Se analizan diversas
perspectivas de la forma como de acompañamiento en nuestro continente
y otros. Basada en la metodología como soporte técnico de lo realizado,
para lo cual se realizó una revisión bibliográfica sistemática con el objeto
de documentarse sobre el problema, se efectuó la búsqueda en bases de
datos y repositores de revistas científicas del 2014 al 2021. La información
procesada ha contribuido, de manera conceptual, antecedentes y diversas
estrategias del acompañamiento pedagógico. Los resultados indicaron que
el acompañamiento pedagógico es una estrategia importante que fortalece
de manera efectiva el desempeño docente, asimismo, en la práctica
pedagógica, se busca crear un aula en un ambiente de armonía y de
comunicación afectiva entre el acompañante y acompañado para obtener
mejores aprendizajes.
Palabras clave: acompañamiento pedagógico, practica pedagógico y
formación docente.
Introduction
This article analyzes pedagogical support as a professional training
proposal aimed at promoting individual and collective strengthening
and improvement of teachers' teaching practice in accordance with
the competencies of the Framework for Good Teaching Performance
(Minedu, 2012). For Cruz et al. (2021), pedagogical support is
considered important for strengthening teacher performance;
likewise, from the sources responsible for education, it is assumed
as a continuous process throughout their territory. Cruz et al. (2021)
establishes that "the fundamental thing is to provide technical advice
to teachers that allows them to reflect on their pedagogical practice
in the classroom in an environment of harmony and affective
communication between the accompanying and accompanied to
obtain better learning" (p.1).
Garcia (2012, p.11) quoted by Cruz et al. (2021, p.7), indicated on
the dictionary of the Real Academia de la Lengua, Acompañamiento
means "action and effect of accompanying, implies, participation in
the feelings of others". They also defined that "This word is a
synthesis of needs, feelings, tasks and projects5 its development
involves two or more people and institutions, which assume a
commitment with the logic of personal, institutional and contextual
change, i.e. the construction of new educational practices, towards a
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social and transforming project". Agreda and Pérez (2020) defined
pedagogical accompaniment as a formative strategy linked to the
exchange of pedagogical experiences, starting with the recording of
observable situations, reflective dialogue and inter-learning groups
between accompanied and accompanying teachers that allow them
to transform their teaching practices.
For Jabalera (2021, p.2), he considers pedagogical accompaniment
as "an instrument that groups multiple strategies aimed at the
development of teaching competencies", also indicating a lack of
evidence of a correct use to influence the continuous development of
basic competencies of the practicing teacher. The strategy used by
the author was the pedagogical accompaniment plan to know the
teaching competencies and the way they are transmitted to the
students, but these strategies do not have the proper follow-up after
knowing the improvement opportunities of each teacher. This fact
invites us to reflect on the role that these strategies play in the
professional development of teachers. On the other hand, Ferra's
study (2021) examines the technical-pedagogical accompaniment in
a virtual learning platform to strengthen the teaching intervention in
the classroom.
Almendras (2019) and Alzate & Castañeda (2020) cited by
González, Guanilo, Vegas, Cachicatari (2021), indicated that
education is the main vehicle for the promotion of knowledge and its
dissemination, based on the formation of values: social, cultural and
collective that guide human beings towards cooperation,
collaboration and respect for others. Arboleda and Diaz (2017) cited
by Gonzales et al. (2021) consider that this guideline is based on an
educational model that guarantees a permanent quality
accompaniment to teachers and rethink the pedagogical concept,
oriented to the needs of the user, their personal, social, economic and
cultural development placing it at the level of developed countries.
This accompaniment can produce benefits to achieve a significant
transformation, requiring that educational institutions raise
awareness of the need for change in their administrative aspects and
their pedagogical dimension, promoting new visions, ideas and
practices framed in a dynamic of quality execution.
Rodríguez, Medina, Tapia (202, p.2), consider that the "teacher is a
fundamental factor in the quality of education and responsible for
achieving authentic learning in students". In their study, the authors
show that in most institutions there is a lack of induction processes
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and that new professors face difficulties in teaching, interpersonal
relations, research and links with society. They consider it necessary
for higher education institutions to implement induction programs
for the success of new teachers, improving their professional
performance and student learning, as well as receiving pedagogical
support to integrate them into the organizational culture of the
institution. In the study of Siñani (2021), I consider that there is a
need to incorporate educational management with the current
standards, and also found the lack of monitoring and support
instruments that systematize the professional performance of
teachers.
Del Valle (2020), conducted a study on the perception of students on
the virtual pedagogical support of a course, determining the learning
achieved to provide feedback to the professorship. They used
strategies in the teaching support, expressed through collaborative
evaluation, evaluation of teaching activities, self-evaluation and
feedback. Rodriguez (2020), reflects on the rescue of pedagogical
support seen as an open and creative attitude in the university reality.
Abduraxmanovich (2020), considers the professional teaching
process, where communication should be a continuous strategy,
ensuring continuity between training and professional activities.
Regarding the study of Valencia, Ledesma and Guevara (2020),
explained that the pedagogical accompaniment has a significant
impact on the training of teachers, through the improvement policies,
practices and specific training experiences developed.
The present study finds its justification in the teaching
accompaniment which will allow the educational institution to
optimize and reinforce the pedagogical aspects of the teachers and
improve the learning of their students, likewise, the supervising
management of the institution will be able to take actions for post-
study improvement.
In this part of the study, the international background of the study is
raised, starting with: Perez, Del Valle, Valles de Rojas, Lugo, Nava
(2018), raised as an objective to analyze the supervision carried out
in middle school principals, to optimize the pedagogical
accompaniment in educational institutions. Positivist paradigm
study, sample conformed by 24 directors and 173 teachers of official
educational units of the Miranda municipality, Zulia State. A Likert-
type questionnaire was used, with five response alternatives,
reaching a Cronbach's Alpha reliability level of 0.89 for principals
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and 0.98 for teachers. The results indicated that educational
supervision, which allowed the creation of a good working
environment based on the application of an efficient and effective
form of supervision, Valencia, Ledesma and Guevara (2020), set as
an objective to determine the incidence of pedagogical support in the
training of teachers in the educational institution of Peru. The
research of causal correlational level, the sample consisted of 65
teachers, the technique used was the survey and the instruments used
for each variable were questionnaires. The results indicated that
pedagogical support has a significant impact on the training of
teachers at the República de Bolivia Educational Institution in Lima
- Peru; it was also demonstrated that it has a significant impact on
the improvement policies, practices and concrete training
experiences developed, and academic production.
Table 1 shows the topic studied, author, the year in which the
research was carried out and the variables taken into account. A
systematic bibliographic review was conducted in order to document
the problem, a search was made in databases and repositories of
scientific journals. from 2014 to 2021. The information processed
has contributed, according to Cruz, Siles and Bustos (2021), in a
conceptual way, background and various strategies of pedagogical
accompaniment. The studies evaluated indicate that pedagogical
support is a very important process in the education of the country
and anywhere in the world.
Table 1. Variable
Subject
Year
Country
Variables
Pedagogical support
as a strategy to
strengthen teacher
performance
2021
Nicaragua
Pedagogica
l support
teaching
performanc
e
Pedagogical support
plan to improve
teaching
performance in
2021
Dominican
Republic
Pedagogica
l
accompani
ment plan
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primary schools in
the Municipality of
Consuelo.
teaching
performanc
e
Teaching
Accompaniment in
Colombia's
Official Educational
Institutions
2021
Colombia
Teaching
Accompani
ment
Teaching and
learning experience
with a virtual
classroom in the
field of pedagogical
support due to
Covid-19
2021
Mexico
Pedagogi
cal
support
Teaching
and
learning
Virtual communities
and innovation:
proposals from the
pedagogical
technical assistance
in the Virtual
telesecondary
school.
2021
Chile
Pedagogica
l technical
assistance
Virtual
communitie
s and
innovation:.
Supervision and
teaching support at
the "Simón
Rodríguez" Teacher
Training College,
Municipality of
Quillacollo.
2021
Bolivia
Supervision
accompani
ment
Relationship
between pedagogical
accompaniment and
reflective practice
2020
Argentina
pedagogica
l
accompani
ment
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reflective
practice
Induction and
Pedagogical
Accompaniment of
New Teachers. An
Opportunity to
Improve Their
Professional
Performance.
2020
Ecuador
Induction
and
Pedagogica
l
Accompani
ment
Professiona
l
performanc
e
Students'
perceptions of the
virtual pedagogical
support of the
Clinical Research
Methodology and
Applied Biostatistics
course in the
Medical School.
2020
Argentina
virtual
pedagogica
l support
Dialogic
Intersubjectivity in
the Accompaniment
of the University
Teaching Instructor
2020
Venezuela
Dialogic
Intersubject
ivity
Teacher
Accompani
ment
Modeling the
Pedagogical
Experience of
England as a Factor
of Improving the
Quality of Training
Future Teachers
2020
Uzbekistan
Pedagogi
cal
experienc
e
Training
quality
Pedagogical
accompaniment in
the training of
2020
Peru
Pedagogica
l support
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teachers at the
República de Bolivia
Educational
Institution.
Teacher
training
Pedagogical
accompaniment in
the training of
teachers at the
República de Bolivia
Educational
Institution.
2020
Peru
Pedagogica
l support
Teacher
training
Challenges of
Middle School
Today.
Accompanying and
sustaining school
trajectories from the
teachers' point of
view.
2017
Argentina
Support
Supporting
school
trajectories
Teaching
pedagogical
management and
instrumental
performance in
students of a
2017
Peru
Teaching
pedagogica
l
manageme
nt
Instrumenta
l execution
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Superior School of
Artistic Training.
Pedagogical
accompaniment and
teacher performance
in the
Manuel Gonzales
Prada Educational
Institution, 2016
2017
Colombia
Pedagogica
l
accompani
ment and
teaching
performanc
e.
Methods of
Psychological and
Pedagogical
Accompaniment of
First-Year Students
in Process of
Adapting to
Learning at
University
2016
Russia
Psychologi
cal and
pedagogica
l support
methods
Classroom
Accompaniment as a
Training Strategy
for Teachers'
Professional
Development
2014
Chile
Classroom
Accompani
ment
Training
Strategy for
the
Professiona
l
Developme
nt of
Teachers
Regarding the follow-up of accompaniment, translated into
supervision, Pérez, Del Valle, Valles, Lugo and Nava (2018),
consider that educational supervision as part of accompaniment, is
important because it allows creating a pleasant work climate, based
on the application of an efficient and effective form of supervision,
to achieve the change of behavior and performance patterns of the
people engaged in the educational process. Siñani (2021) proposes
monitoring for the improvement of educational management,
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considered by teachers as an act of relevance that guarantees
academic excellence.
Materials and methods
The research is based on the review and documentary search, with
classification parameters of databases such as Scopus, Scielo,
EBSCO and others. Information searches were carried out, defined
by each database of indexed journals. The epistemological and
praxeological approach to "pedagogic accompaniment" is based on
a synthesis of 18 articles, found, and also with the search term
"pedagogic accompaniment". Educational proposals,
accompaniment protocols with diverse results were found. In order
to categorize the articles, the different types of research were
classified with their respective units of observation and instruments
(the researches are listed in relation to the year of acceptance in
Table No. 1).
Table 2. Methods
Subject
Types of
Research
Observation
Units
Methods and
instrument
Pedagogical
support as a
strategy to
strengthen teacher
performance
Descriptive
Teachers
Qualitative method
Teacher interview
Pedagogical
support plan to
improve teaching
performance in
primary schools in
the Municipality of
Consuelo.
quantitative,
diagnostic-
positive
methodology
20
teachers
Questionnaire
applied to teachers
Teaching
Accompaniment in
Colombia's
Official Educational
Institutions
Quantitative
methodology
Correlational
341 teachers
Questionnaire With
36 Reactives (Likert
Type Scale)
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Induction and
Pedagogical
Accompaniment of
New Teachers. An
Opportunity to
Improve Their
Professional
Performance.
systematic
literature
review
databases
and
repositories
of scientific
journals
Bibliographic and
documentary review
Teaching and
learning experience
with a virtual
classroom in the
field of pedagogical
support due to
Covid-19
Descriptive
research
104 students
Questionnaires and
chats
Virtual
communities and
innovation:
proposals from the
pedagogical
technical assistance
in the Virtual
telesecondary
school.
action
research, a
qualitative,
continuous and
continuous
analysis of the
systematic
five teachers,
Interviews,
discussion forums,
meetings
Supervision and
teaching support at
the "Simón
Rodríguez"
Teacher Training
College,
Municipality of
Quillacollo.
mixed
approach
(qualitative-
quantitative
26 teachers
Interview
Relationship
between
pedagogical
accompaniment and
reflective practice
non-
experimental
descriptive
research with
explanatory
150 teachers
Questionnaires
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correlational
design
Students'
perceptions of the
virtual pedagogical
support of the
Clinical Research
Methodology and
Applied
Biostatistics course
in the Medical
School.
Descriptive
research
4 teachers
17 students
Questionnaires
Dialogic
Intersubjectivity in
the Accompaniment
of the University
Teaching Instructor
Qualitative
approach
under
hermeneutics
as a method
3 subjects
social actors
In-depth interview
Modeling the
Pedagogical
Experience of
England as a Factor
of Improving the
Quality of Training
Future Teachers
observation
method, the
statistical
method and
content
analysis.
360 senior
students from
pedagogical
universities
in our
republic
Interviews
Educational
Supervision As
Pedagogical
Accompaniment
Conducted By
Secondary
Education
Principals
positivist
paradigm, non-
experimental,
cross-sectional
design
24 directors
and 173
teachers from
official
educational
units of the
Miranda
municipality
in the State of
Zulia.
Likert-type
questionnaire,
Pedagogical
accompaniment in
the training of
teachers at the
quantitative
approach,
descriptive,
non-
65 teachers
Questionnaires.
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República de
Bolivia Educational
Institution.
experimental
design, causal
correlational,
cross-
sectional,
cross-sectional
Middle School
Challenges Today.
Accompanying and
sustaining school
trajectories from
the teachers' point
of view.
Quantitative
approach.
Experimental
design
Teachers
Questionnaires
Teaching
pedagogical
management and
instrumental
performance in
students of a
Superior School of
Artistic Training.
descriptive
correlational
level
30 students
Questionnaires
Pedagogical
accompaniment and
teacher
performance in the
Manuel Gonzales
Prada Educational
Institution, 2016
Correlational
research
85 teachers
Questionnaires with
15 items each
Methods of
Psychological and
Pedagogical
Accompaniment of
First-Year Students
in Process of
Adapting to
Learning at
University
Descriptive
research
350 teachers
450 students
Questionnaires
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Classroom
Accompaniment as
a Training Strategy
for Teachers'
Professional
Development
case study with
a qualitative
descriptive
approach
60 teachers
Instrument of the
Ministry of
Education
"Questionnaire for
institutional self-
evaluation".
Table 2 shows the different types of methodology, with different
approaches. Likewise, the subjects of analysis and instruments used
in each research. It can be seen that the variable analyzed is present
in different countries, especially in Latin America, with different
proposals to improve teaching, which is common in all the studies.
Results
Based on the studies compiled, Table 3 presents the results, showing
the contribution of each of them to the scientific community.
Table 3. Results
Subject
Results
Pedagogical support as
a strategy to
strengthen teacher
performance
It allowed to reflect on the pedagogical practice in
the classroom by creating an environment of
harmony and affective communication between
the person accompanying and accompanied to
obtain better learning.
Pedagogical support
plan to improve
teaching performance
in primary schools in
the Municipality of
Consuelo.
School teachers showed a low level of
performance, which is related to the lack of an
effective pedagogical support program.
Teaching
Accompaniment in
Colombia's
Official Educational
Institutions
Existence of a relationship between the principles
of quality and teaching support in official
teaching institutions in the city of Monteria.
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Induction and
Pedagogical
Accompaniment of
New Teachers. An
Opportunity to
Improve Their
Professional
Performance.
Promotes that higher education institutions
implement induction programs for the success of
new teachers, improve their professional
performance and student learning, as well as
receive pedagogical support to be integrated into
the organizational culture of the institution.
Teaching and learning
experience with a
virtual classroom in
the field of pedagogical
support due to Covid-
19
The virtual classroom experience is considered a
highly profitable component for the teaching
work in the search for an autonomous student
with respect to the achievement of goals in the
teaching-learning process, as shown by the
experience carried out.
Virtual communities
and innovation:
proposals from the
pedagogical technical
assistance in the
Virtual telesecondary
school.
The proposal for innovation, through technical
pedagogical consulting in the Virtual
telesecundaria school, considers that
collaborative work in the design of didactic
situations with a view to strengthening the
teaching intervention in the classroom.
Supervision and
teaching support at the
"Simón Rodríguez"
Teacher Training
College, Municipality
of Quillacollo.
It proposes the need to involve educational
management with the current regulations and the
lack of follow-up and monitoring instruments that
systematize the professional performance of
teachers. For this reason, a monitoring and
follow-up guide was proposed for the
improvement of educational management,
considered by teachers as an act of relevance that
guarantees academic excellence.
Relationship between
pedagogical
accompaniment and
reflective practice
The reflective practice developed by teachers
during their practice and interaction with their
students puts into practice a set of activities of
analysis and evaluation before, during and after
these pedagogical actions.
Students' perceptions
of the virtual
pedagogical support of
During this accompaniment, a comprehensive
view of the educational process was shared,
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the Clinical Research
Methodology and
Applied Biostatistics
course in the Medical
School.
where teachers and students were able to carry
out a satisfactory virtual dialogic construction.
Dialogic
Intersubjectivity in the
Accompaniment of the
University Teaching
Instructor
The most significant findings were recurrent
around communication, trust, co-construction of
knowledge and supervision. We reflect on the
rescue of pedagogical accompaniment when the
human condition that emerges as an open and
creative attitude in the university reality is
understood.
Modeling the
Pedagogical
Experience of England
as a Factor of
Improving the Quality
of Training Future
Teachers
It proposes to form a professional communicative
competence in a foreign language, the mastery of
a foreign language in everyday communication
without taking into account the specificities of a
profession.
Educational
Supervision As
Pedagogical
Accompaniment
Conducted By
Secondary Education
Principals
Educational supervision as a pedagogical
accompaniment of principals allows for the
creation of a good working environment based on
the application of an efficient and effective form
of supervision.
Pedagogical
accompaniment in the
training of teachers at
the República de
Bolivia Educational
Institution.
The results indicated that pedagogical support has
a significant impact on the training of the teachers
of the Educational Institution. it was
demonstrated that it has a significant impact on
the improvement policies, practices and concrete
training experiences developed, academic
production.
Middle School
Challenges Today.
Accompanying and
sustaining school
Training proposal developed by a team of
teachers from a university and a teacher training
institute in the city of Villa Mercedes. <
Achieving an effective accompaniment and
support of school trajectories.
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trajectories from the
teachers' point of view.
Teaching pedagogical
management and
instrumental
performance in
students of a Superior
School of Artistic
Training.
They showed a Spearman correlation with a
significance level of 5%, Rho = 0.843; there is a
direct relationship between teachers' pedagogical
management and instrumental performance.
Pedagogical
accompaniment and
teacher performance
in the
Manuel Gonzales
Prada Educational
Institution, 2016
A Spearman's Rho correlation was obtained
considering the error at 5% of the relationship
resulted Rho = 0.815** with the significance of
p_ value = 0 .000 < 0.05 it was concluded that
there is direct and significant correlation between
pedagogical accompaniment and teacher
performance in the educational organization
Manuel Gonzales Prada of Ugel 02,2016.
Methods of
Psychological and
Pedagogical
Accompaniment of
First-Year Students in
Process of Adapting to
Learning at University
The identified set of methods of psychological
and pedagogical accompaniment ensures the
formation of reflective thinking of students;
formation of social constructive attitude and
professional interaction with others; mastering
the skills and abilities of psychological stability
in risk situations.
Classroom
Accompaniment as a
Training Strategy for
Teachers' Professional
Development
They show that the design of a classroom
accompaniment model based on the permanent
reflection of teachers to strengthen their
professional development.
The information obtained from the articles shows the state of teacher
accompaniment, in its different perspectives, which leads to a
reflection and the work to be done, especially in the education of our
country at its different levels.
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Discussion
Pedagogical accompaniment is an important strategy that effectively
strengthens teaching performance; likewise, in pedagogical practice,
it seeks to create a classroom in an environment of harmony and
affective communication between the person accompanying and the
person being accompanied in order to obtain better learning. The
implementation of a Pedagogical Accompaniment Plan becomes an
important strategy to improve teaching performance in educational
institutions.
The principles of quality, in the teaching accompaniment in formal
education, are also important to be taken into account. Likewise,
induction programs to improve professional performance and
integrate it into the organizational culture of the institution.
Innovation in a pedagogical technical assistance proposal
strengthens the teaching intervention in the classroom.
There are weaknesses in the lack of follow-up and monitoring
instruments that systematize the professional performance of
teachers. In the search for academic excellence, it is important to
build a monitoring and follow-up guide for the improvement of
educational management.
The studies observed correspond mostly to the quantitative
approach, descriptive and correlational, and to a lesser extent to the
qualitative and mixed approach. The instruments used are mostly
questionnaires and in-depth interviews. The research is based on
statistics of real facts. The population and sample of the research
considered is based on principals, teachers and students, who have
been considered as subjects of study, which is observed and the
actors involved in the teaching support are determined.
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