The process of pedagogical support for the improvement of teaching practice

Abstract

Objective. This research aimed to understand the process of pedagogical support for secondary school teachers, analyzing its phases, strategies, and scope in improving teaching practice. Methodology. This research was framed within a qualitative methodology, using a case study design. A pedagogical support provider and three mentored teachers participated. Data collection was carried out through semi-structured interviews and an observation guide. Data analysis was performed using content analysis and triangulation techniques. Results. The pedagogical support process unfolds in five phases: rapport building, diagnosis, planning, development, and evaluation. This process is structured through classroom observation and feedback based on reflective dialogue, which fosters teacher reflection and strengthens their pedagogical practices. However, limitations are evident in the evaluation phase, as is the lack of opportunities for collaborative work. Conclusions. It is concluded that pedagogical support constitutes a formative strategy to improve teaching practice, especially because it promotes constant reflection on pedagogical practice; however, it is necessary to strengthen the evaluation of the process to consolidate it.