Contributions of the Pedagogical Accompaniment to Advance Towards the Quality of the Pedagogical Practices of the Teaching Staff, in Rural Contexts

Abstract

Introduction. An original article derived from an investigation is presented: accompaniment to schools located in rural contexts. Goal. To analytically reveal the contribution of the pedagogical companion, around the pedagogical practices of teachers who work in schools located in rural contexts of the Bío Bío region. Methodology. It is part of the qualitative methodology, with a collective case study design. The semi-structured interview and documentary analysis were used, the participants were 19 teachers. Results. The main results indicate that the pedagogical companion guides the design of planning from collaboration. In addition, systematic and timely feedback in oral and written form strengthens the higher order thinking skills of the accompanied teachers. Likewise, the pedagogical accompaniment favors the innovation of pedagogical practices from the collaborative articulation between peers, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of critical teachers, thus benefiting professional development, which is reflected in the reformulation of pedagogical practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops in the oriented teacher the capacity for pedagogical leadership. Conclusions. Pedagogical accompaniment is a key process in improving pedagogical practices and in strengthening the professional performance of the tutored teacher. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts.