PEDAGOGICAL SUPPORT AND ITS RELATIONSHIP WITH REFLECTIVE TEACHING PRACTICE IN MULTIGRADE SCHOOLS

Abstract

Attending to various educational processes, such as pedagogical support and reflective teaching practices, is especially essential in schools serving vulnerable social and educational sectors to ensure educational quality. The primary objective of the research that led to this article was to investigate the relationship between the pedagogical support provided by school supervision and the reflective practice of teachers in multigrade elementary schools in the municipalities of Pueblo Nuevo and San Dimas, Durango, Mexico. This quantitative, descriptive, correlational, non-experimental, and transversal research study used the Questionnaire Scale of Pedagogical Support and Reflective Practice in Multigrade Schools to collect information, conducting a census with 130 teachers. The main results showed that the level of pedagogical support provided by School Supervision is 78%, the level of reflective practice carried out by teachers is 81%, and, finally, there is a significant correlation (.000), positive average (.614), between the pedagogical support provided by School Supervision and the reflective practice of teachers; it implies that the greater the pedagogical support provided by School Supervision, the higher the level of reflective practice of the teacher.