Resumen

MUNOZ, Dabeyba Maribel Catalán  y  RODRIGUEZ, Yhonny Alin Obeso. Strategies for pedagogical accompaniment in teacher performance. Horizontes Rev. Inv. Cs. Edu. [online]. 2023, vol.7, n.30, pp.1917-1929.  Epub 24-Jul-2023. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v7i30.639.

Within the framework of the improvement of educational processes, pedagogical support strategies intervene positively in teacher performance. The objective of this research was to describe the effect of pedagogical support strategies on teacher performance. The methodology used was the systematic review, the search was carried out in databases or platforms such as Redalyc, Scielo, ResearchGate, ScienceDirect GoogleAcadémico; the descriptors used in the search were accompaniment, teaching performance, teaching strategies, pedagogical supervision; the search results according to selection criteria 73 studies of which 28 were selected for meeting the inclusion criteria. It is concluded that the strategies of pedagogical accompaniment influence the formative, humanistic, integrative, inclusive, valuing and democratic function allowing teachers to develop their personal and professional competences to improve their performance, but no research has been found that develops models of how these strategies of pedagogical accompaniment can be integrated in a continuous training plan by specialties.

Palabras clave : Teaching strategies; Pedagogical accompaniment; Teaching performance.

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