Capacitación y acompañamiento pedagógico de profesores universitarios noveles: efectos sobre el uso de estrategias de enseñanza

Pedagogical Support as an Improvement Strategy: A Bibliometric Review of The Literature in Scopus and Wos During 2018-2023

“…The results phase begins with an overview of the studies included with their respective authors and titles, as shown in Table 2. [11] Art in the Silence: New Experience Towards the Role of the Bilingual Hypoacous Teacher Chávez-Peña et al (2022) [12] Pedagogical leadership applied to teaching practice in times of pandemic crisis in Peru De Sa and De Carvalho (2020) [13] A proposal for technical-pedagogical support in professional and technological distance education courses Herrera-Pastor et al (2020) [14] Socio-pedagogical accompaniment, holism and longitudinality: Keys from a good practice with a young offender Kariyev et al (2022) [15] Development of primary school teachers' skills to accompany pupils in projects and research Karsenti et al (2020) [16] Digital technologies in teaching and learning foreign languages: Pedagogical strategies and teachers' professional competence Kenigs et al (2022) [17] Perception of teachers and school directors on teaching advice in the classroom Kozanitis et al (2018) [18] Continuous development and education follow-up of new university professors: Effects on the use of teaching strategies Lara-Reimundo et al (2022) [19] School management during the pandemic: relationship between educational support and teaching performance Marek and Walulik (2022) [20] Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment Mojica and Palacios (2022) [21] Pedagogical strategy: Life plan for teenage mothers Morado and Hernandez (2019) [22] An Accompanying Experience in the Construction of Virtual Environments for Learning in Higher Education Navarro and Torres (2023) [23] Digital culture in the Telesecundaria school curriculum Neyra et al (2021) [24] Management of Pedagogical Supervision and Teacher Performance in the Teaching of English in Peru Pérez and Marquez (2022) [25] Pedagogical support in on-site and virtual professional practice Posso-Pacheco et al (2021) [26] Educational management: Key factor in the implementation of the physical education curriculum Rasskazova et al (2021) [27] Readiness of social services specialists for gender-sensitive activities with offence-prone juveniles Reyes and Azahuanche (2020) [4] Relationship between pedagogical accompaniment and reflective teaching practice Rosas et al (2022) [28] Pedagolical Support in, A Hybrid Setting, in Public Institutions and PRONOEI of the Initial Level…”

Modelo colaborativo como estrategia en el acompañamiento pedagógico de los directivos

“…Cóndor y Bunci (2019), refieren que, a pesar de que en muchos países se han establecido nuevos modelos de gestión y contenidos curriculares, todavía existe un nivel insatisfactorio de los aprendizajes educativos que refleja los bajos porcentajes encontrados, dejando la responsabilidad de manera directa a los docentes y una corresponsabilidad en los directivos. Por su parte, Kozanitis, et al (2018), afirman que los bajos resultados encontrados, conllevan a echar una mirada a las aulas para observar las prácticas pedagógicas diarias de los docentes, así como también los acompañamientos realizados por los directivos; pues ellos consideran que son el inicio de la problemática principal, cuya ineficiencia se inicia en el monitoreo y acompañamiento por parte de ellos, conllevando a desarrollar un desempeño inadecuado de los docentes en las aulas.…”

Uma estratégia para avaliação da percepção de docentes e discentes acerca dos métodos de ensino

“…Para estimular a reflexão pedagógica, Englund et al 10 incentivam que as instituições possuam programas de desenvolvimento docente que possibilitem a formação didática e as trocas de experiências. Entretanto, momentos isolados de capacitação terão efeito limitado caso a instituição de ensino não estimule a formação continuada e não prepare os ambientes de aprendizagem para a execução dos métodos ativos de ensino 11 , uma vez que o modelo de sala de aulas projetadas para o ensino expositivo de conteúdos não é o mais adequado para a adoção dos métodos ativos 12 .…”